Flipping EFL Classroom: Learners' Self-regulation and the Production of Selected Grammatical Points

Farahani, Samira; Heidari Shahreza, Mohammad Ali; Shahrokhi, Mohsen

doi:10.22049/jalda.2024.29730.1684

Articles in Press

Document Type : Research Article

Authors

¹ PhD Candidate, Shareza Branch, Islamic Azad University, Shareza, Iran

² Assistant Professor of English Language and Literature, English Language Department, Shahreza Branch, Islamic Azad University, Shareza, Iran.

³ Assistant Professor of TESOL, English Language Department, Shareza Branch, Islamic Azad University, Shareza, Iran.

https://doi.org/10.22049/jalda.2024.29730.1684

Abstract

Mobile-mediated flipped scaffolding strategies have been documented as effective for language acquisition in English as a Foreign Language (EFL) learners. This study employed a mixed-methods research design, collecting data through both quantitative and qualitative methods, to investigate the effectiveness of a flipped classroom model in enhancing upper-intermediate EFL learners' grammatical writing skills and self-regulation. Additionally, the study explored the treatment group's attitudes towards the strategy. The Oxford Quick Placement Test (OQPT) was completed by 74 female upper-intermediate English language learners. 58 subjects (one standard deviation above and below the mean) were selected for the experimental and control groups. The study used a semi-structured interview, the Self-Regulation Questionnaire (SRQ) by Brown et al. (1999), and pre- and post-tests in grammar. The results showed that the treatment group did better than the control group in terms of self-regulation and grammar writing abilities. The interview results corroborated these findings, suggesting that students appreciated the strategy's engaging and educational elements. The study offers insightful proof for the effectiveness of flipped classrooms in addressing challenges faced by EFL learners in Iran. The mobile-mediated flipped scaffolding strategy demonstrates promise for improving grammatical writing skills and self-regulation. The study's implications highlight the importance of equipping learning environments with new resources and Mobile-Assisted Language Learning (MALL) guidance, enabling learners to develop autonomy and accountability in their learning.

Keywords

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

Article Title [Persian]

کلاس درس زبان انگلیسی معکوس: خود‌تنظیمی زبان‌آموزان و تولید نکات گرامری منتخب

Authors [Persian]

سمیرا فراهانی ¹
دکتر محمد علی حیدری شهرضا ²
دکتر محسن شاهرخی ³

¹ دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرضا، شهرضا، ایران

² استادیار زبان و ادبیات انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرضا، شهرضا، ایران

³ استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرضا، شهرضا، ایران

Abstract [Persian]

راهبردهای حمایت آموزشی معکوس به واسطه موبایل برای فراگیری زبان انگلیسی به عنوان روشی موثر شناخته شده‌ است. پژوهش حاضر با استفاده از روش پژوهشی ترکیبی و گردآوری داده از طریق روش‌های کمی و کیفی به مطالعۀ اثربخشی مدل کلاس درس معکوس در بهبود مهارت‌های نوشتاری دستوری و خودتنظیمی زبان‌آموزان زبان انگلیسی سطح بالاتر از متوسط پرداخته است. علاوه بر این، این مطالعه نگرش گروه آزمایشی را نسبت به کاربرد این راهبردها مورد بررسی قرار داده است. آزمون تعیین سطح سریع آکسفورد (OQPT) توسط 74 زبان‌آموز دختر انگلیسی تکمیل گردید. از میان آنها 58 نفر (یک انحراف معیار بالاتر و پایین تر از میانگین) برای دو گروه آزمایش و شاهد انتخاب شدند. ابزاهای مورد استفاده شامل مصاحبه نیمه ساختارمند، مقیاس پرسشنامه خودتنظیمی (SRQ) براون و همکاران (1999) و پیش آزمون و پس آزمون دستور زبان بود. نتایج نشان داد که گروه آزمایش از نظر تواناییهای خودتنظیمی و دستور زبان نوشتاری عملکرد بهتری نسبت به گروه شاهد داشت. نتایج مصاحبه، ضمن تأیید این یافتهها نشان داد که زبان‌آموزان از عناصر جذاب و آموزشی راهبردهای آموزشی معکوس استقبال میکنند. این مطالعه شواهد امیدبخشی برای تاثیر کلاسهای درس معکوس در پرداختن به چالشهای پیش روی زبان‌آموزان زبان انگلیسی در ایران ارائه می‌دهد. راهبردهای آموزشی معکوس با واسطه موبایل، می‌تواند نویدبخش بهبود مهارتهای نوشتاری گرامری و خودتنظیمی باشد. نتایج این مطالعه بر اهمیت تجهیز محیط‌های یفراگیری زبان در ایران به منابع کمک‌آموزشی جدید و راهنما‌های آموزشی فراگیری زبان به کمک موبایل تاکید می‌کند که فراگیران را قادر می‌سازد در یادگیری خود از استقلال و مسئولیت‌پذیری بیشتری برخوردار شوند.

Keywords [Persian]

راهبرد حمایت آموزشی معکوس
فراگیری زبان انگلیسی به کمک موبایل
دستورزبان تولیدی
خود‌تنظیمی
آموزش مبتنی بر راهبرد

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Flipping EFL Classroom: Learners' Self-regulation and the Production of Selected Grammatical Points

References

References

Articles in Press, Accepted Manuscript
Available Online from 26 October 2024

Flipping EFL Classroom: Learners' Self-regulation and the Production of Selected Grammatical Points

References

References

Articles in Press, Accepted Manuscript Available Online from 26 October 2024

Articles in Press, Accepted Manuscript
Available Online from 26 October 2024