بررسی رویکرد کلاس درس معکوس در دوره های آموزش زبان انگلیسی برای اهداف خاص: با تمرکز بر تفکر انتقادی و درگیر شدن دانشجویان دوره های انگلیسی با اهداف خاص

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشجوی دکترا، آموزش زبان انگلیسی، دانشگاه آزاد اسلامی شهرضا، ایران

2 استادیار، آموزش زبان انگلیسی، دانشگاه آزاد اسلامی شهرضا، ایران

3 دانشیار، آموزش زبان انگلیسی، دانشگاه آزاد اسلامی شهرضا، ایران

چکیده

مطالعه حاضر به بررسی اثرات استفاده از رویکرد کلاس درس معکوس بر تفکر انتقادی و درگیرشدن در انجام تکالیف دانشجویان ایرانی در دوره‌های آموزش زبان انگلیسی برای اهداف خاص (ESP) پرداخته است. شرکت کنندگان این مطالعه شامل ۶۰ دانشجوی دوره انگلیسی با اهداف خاص مشغول به تحصیل در دانشگاه پیام‌نور بودند که به دو گروه مساوی تقسیم شدند. مهارت زبانی شرکت‌کنندگان از طریق آزمون مهارت زبان بررسی شد. شرکت‌کنندگان در گروه تجربی با استفاده از فنون کلاس درس معکوس آموزش دریافت کردند. یک گروه تخصصی متشکل از اساتید دوره‌های آموزش زبان انگلیسی که از همکاران محقق بودند ۱۰ فیلم کوتاه هر یک مدت ده دقیقه تهیه کردند و هر تدریس ویدئویی همراه با الگوی تدریس یک مدرس همراه بود که از صدای واقعی وی و ارائه مطالب سمعی و بصری استفاده شد. گروه کنترل آموزش واژگان را از طریق روش تدریس معمولی دریافت کردند. نتایج تجزیه‌وتحلیل‌های آماری نشان داد که رویکرد کلاس درس معکوس تأثیر مثبت بر روی درگیرشدن در انجام تکلیف شرکت‌کنندگان داشته است. همچنین مشخص شد که روش کلاس درس معکوس تأثیر قابل‌توجهی بر تفکر انتقادی زبان‌آموزان ایرانی دارد. رویکرد کلاس درس معکوس زبان‌آموزان را قادر می‌سازد تا مستقل‌تر شوند و آنها را وادار می‌کند متفکران انتقادی قوی‌تری شوند. در نتیجه، روش کلاس درس معکوس بستری برای شکوفایی و رشد توانایی‌های تفکر انتقادی بالقوه زبان‌آموزان فراهم می‌آورد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Flipped Classroom Approach in ESP Courses: Focus on ESP Students’ Critical Thinking and Engagement

نویسندگان [English]

  • Zahra Rezaei Fard 1
  • Mohsen Shahrokhi 2
  • Mohammad Reza Talebinezhad 3
1 Ph.D. Candidate, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
2 Assistant Professor, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
3 Associate Professor, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
چکیده [English]

The present study investigated the effects of using flipped classroom techniques on Iranian ESP students’ critical thinking and engagement. The flipped classroom model flips the traditional relationship between class time and homework. Students learn at home via online coursework and lectures, and teachers use class time for teacher-guided practice or projects. Participants were 60 ESP students studying at Payam-e Noor University, who were divided into 2 equal groups with 30 students each. Participants’ language proficiency was checked through a language proficiency test. The participants of the experimental group received vocabulary instruction through flipped classroom techniques. A specialist group of EFL/ESP professors who were the researcher's colleagues produced 10 videos, and each video lecture was accompanied by a lecturer's avatar, which used his or her true voice and audiovisual materials representations. The control group received conventional vocabulary instruction. Results of the statistical analyses showed that there was a positive influence of flipped classroom over the participants’ task engagement. Also, it was found that the flipped classroom had a significant effect on the Iranian students' critical thinking in ESP courses. Flipped classrooms enable ESP students to become more independent, which necessitates more critical thinkers. As a result, flipped classrooms can provide a platform for L2 students' potential critical thinking abilities to blossom and develop.

کلیدواژه‌ها [English]

  • Flipped Classroom
  • ESP
  • ESP Students
  • critical thinking
  • Students'
  • Task Engagement
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