Abstract

Flipped Learning is a rather new approach to teaching. In this approach, the place of teacher’s lectures in the classroom and homework assignments are exchanged to enhance active learning, engagement, and motivation. The aim of this research was to determine the effect of the flipped classroom model on intermediate and upper-intermediate learners’ engagement and motivation in learning English grammar. In the current study, quasi-experimental research was used. This research was conducted within the English course for six weeks’ period in the summer term in 2019. Three hundred and sixty English learners have been chosen through multi-stage cluster sampling from four different institutes. They were randomly assigned to control and experimental groups. Data were collected both pre-test and post-test. Among 50 grammar videos, eight grammar contents based on CVI (content validity index) CVR (content validity ratio) (0.42, 0.79) were selected. Questionnaires’ validity was checked by some experts and their reliability was checked through Cronbach’s Alpha test. Questionnaires were Hermense (motivation, ∝ = 0.97) and SEI (engagement, ∝ = 0.93). In the current study, descriptive statistics, and ANCOVA tests were used in the analysis of the quantitative data. Results indicated that learners in the flipped classroom performed better than learners in the traditional class. It was concluded that there was a significant difference between the pre-test and post-test scores of the experimental group whereas there was no significant difference between the pre-test and post-test scores of the control group. The findings of this study carry important implications for foreign language syllabus designers, language instructors, etc.

摘要

翻转学习是一种相当新的教学方法。通过这种方法，可以交换教师在课堂上的授课位置和家庭作业，以增强积极的学习，参与和动力。这项研究的目的是确定翻转课堂模型对中高级学习者的英语语法参与和动机的影响。在当前的研究中，使用了准实验研究。这项研究是在2019年夏季学期的英语课程中进行的，为期六周。通过从四个不同机构进行的多阶段整群抽样选择了360名英语学习者。他们被随机分为对照组和实验组。在测试前和测试后收集数据。在50个语法视频中，根据CVI（内容有效度指标）CVR（内容有效率）（0.42，0.79）选择了八个语法内容。一些专家检查了问卷的有效性，并通过Cronbach的Alpha检验检查了问卷的可靠性。调查问卷为爱马仕（动机，∝ = 0.97）和SEI（参与度，∝ = 0.93）。在当前的研究中，描述性统计和ANCOVA测试用于定量数据的分析。结果表明，翻转教室的学习者的表现优于传统课堂的学习者。结论是，实验组的测试前和测试后分数之间存在显着差异，而对照组的测试前和测试后分数之间没有显着差异。