بررسی تأثیر کلاس درس معکوس بر پیشرفت خواندن و خودکارآمدی زبان‌آموزان

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه زبان انگلیسی دانشگاه کردستان

2 دانشگاه کردستان

چکیده

پژوهش‌های بسیاری در رابطه با آموزش زبان‌های خارجی انجام‌شده است که حکایت از اثربخشی آموزش‌های معکوس در بهبود نتایج عملکرد زبانی دانش‌آموزان دارد. بااین‌وجود، تعداد کمی از مطالعات به بررسی تأثیر آموزش معکوس بر درک مطلب در زبان دوم پرداخته‌اند. هدف این مطالعه بررسی تأثیر کلاس درس معکوس بر پیشرفت درک مطلب و خودکارآمدی زبان‌آموزان در مدارس ایرانی است. برای این منظور، نمونه‌ای متشکل از 48 زبان‌آموز ایرانی موردنظر قرارگرفته و به‌صورت تصادفی در دو گروه آزمایش (25 نفر ) و کنترل (23 نفر) موردبررسی قرارگرفته‌اند. پژوهش حاضر با روش شبه آزمایشی به انجام رسیده است؛ به این صورت که آزمودنی‌ها در گروه آزمایش آموزش‌های معکوس را دریافت نموده و در گروه کنترل با شیوه‌های معمول به مدت سه ماه مورد آموزش قرار گرفتند. در راستای جمع‌آوری داده‌های پژوهش از دو پرسشنامه‌ی استاندارد پرسشنامه‌ی مقدماتی انگلیسی کمبریج (CPET) و پرسشنامه‌ی خودکارآمدی خواندن (RSEQ) استفاده گردیده که روایی آن‌ها با استفاده ازنظر متخصصان مربوطه تائید گردید و پایایی دو آزمون نیز با استفاده از آزمون آلفای کرونباخ به ترتیب0.84 و... به‌دست‌آمده‌اند. نتایج پژوهش نشان داد تفاوت معنی‌داری بین استفاده از دو روش نام‌برده در پژوهش وجود دارد به این معنی که فراگیران گروه آزمایش ازلحاظ پیشرفت خواندن زبان دوم و خودکارآمدی خواندن به‌طور معناداری بهتر از گروه کنترل عمل می‌کنند. به‌طورکلی ، می‌توان نتیجه گرفت که مدرسان زبان‌های خارجی می‌توانند شیوه آموزش معکوس را در کلاس‌های خواندن بگنجانند تا به زبان‌آموزان کمک کرده تا اعتمادبه‌نفس و خودکارآمدی بیش‌تری را برای انجام مؤثرتر فعالیت‌های مربوط به درک مطلب از خود نشان دهند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Exploring the effect of the flipped classroom on EFL learners' reading achievement and self-efficacy

نویسندگان [English]

  • Jalil Fathi 1
  • Jamal Barkhoda 2
1 Assistant Professor in TEFL, University of Kurdistan, Sanandaj, Iran
2 University of Kurdistan
چکیده [English]

The body of research on second language (L2) teaching has documented and reported the usefulness of flipped instruction in enhancing foreign language development. Nevertheless, little research has explored the impact of flipped teaching on L2 reading comprehension. The aim of this study was to investigate the effect of flipped classroom on EFL learners' reading achievement and self-efficacy. In so doing, a total number of 48 Iranian EFL learners served as participants and were randomly assigned to an experimental group (N = 25) and a control group (N = 23). Employing a quasi-experimental design, the researchers utilized an experimental group that received flipped instruction via electronic materials and a control group that were instructed based on the regular method for a period of three months. The reading component of Cambridge Preliminary English Test (CPET) and the Reading Self-Efficacy Questionnaire (RSEQ) were administered to measure the reading comprehension reading self-efficacy of the participants. The outcomes of the study revealed that the students in the flipped group substantially performed better than those of the non-flipped group regarding both L2 reading achievement and reading self-efficacy. Overall, it may be concluded that EFL practitioners can incorporate flipped instruction into their reading classrooms in order to aid students to gain both confidence and competence in doing reading tasks more properly.

کلیدواژه‌ها [English]

  • The flipped classroom
  • electronic materials.reading comprehension
  • reading self-efficacy
  • EFL learners
  • technology
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