The Effectiveness of Flipped Classroom Model on Listening Comprehension Among Iranian Upper-intermediate EFL Learners
Abstract
This study aimed to examine the effects of flipped classrooms on Iranian EFL learners' listening comprehension. To fulfill, 50 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a listening test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to audio file once or twice in the class. They had to answer the questions right after the listening. This procedure continued till the last session. The results of paired samples t-tests revealed that the experimental group outperformed the control group on the post-test.
Keywords
Full Text:
PDFReferences
Abedi, P., Keshmirshekan, M. H., & Namaziandost, E. (2019). The comparative effect of flipped classroom instruction versus traditional instruction on Iranian intermediate EFL learners' English composition writing. Journal of Applied Linguistics and Language Research, 6(4), 43-56.
Ash, K. (2012). Educators view flipped model with a more critical eye. Education Week, 32(2), S6-S7.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education. http://dx.doi.org/10.1111/teth.12165
Boyer, A. (2013). The flipped classroom: Catering for difference. Teacher Learning Network, 20(1), 28-29.
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1) 33-43.
Corrias, A. (2014). Lightening up mathematics-intensive classes: A case study using a flipped classroom approach. CDTL Brief, 17(1), 10-13.
Fulton, K. (2012). Upside down & inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
Hashemifardnia, A., Namaziandost, E., & Rahimi Esfahani, F. (2018a). The Effect of Teaching Picture-books on Elementary EFL Learners’ Vocabulary Learning. JELTL (Journal of English Language Teaching and Linguistics), 3(3), 247-258.
Hashemifardnia, A., Namaziandost, E., & Sepehri, M. (2018). The effectiveness of giving grade, corrective feedback, and corrective feedback-plus-giving grade on grammatical accuracy. International Journal of Research Studies in Language Learning, 8 (1), 15-27.
Hashemifardnia, A., Namaziandost, E., Shafiee, S. (2018). The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension. Theory and Practice in Language Studies, 8(6), 665-673.
Hassan, H. (2015). The effect using some learning techniques on developing primary pupils’ listening skills (Unpublished master’s thesis). Ain Shams University, Egypt.
Hosseini, E. Z., Nasri, M., & Afghari, A. (2017). Looking beyond teachers’ classroom behavior: novice and experienced EFL teachers’ practice of pedagogical Knowledge to Improve Learners’ Motivational Strategies. Journal of Applied Linguistics and Language Research, 4(8), 183-200
Johnson, G. (2012). Students, please turn to YouTube for your assignment. Education Canada, 52(5), 16-18.
Jones, L. (2006). Effects of collaboration & multimedia annotations on vocabulary learning & listening comprehension. CALICO Journal, 24(1), 33-58. http://dx.doi.org/10.1558/cj.v24i1.33-58
Keshmirshekan, M. H., Namaziandost, E., & Pournorouz, M. (2019). The Impacts of Creative Writing Activities on Iranian EFL Learners’ Progress in Writing, Writing Dispositions: Focus on Attitude to English Course. EPH - International Journal of Educational Research, 3(9), 12-22.
Lin, L. (2002). The effects of feature films upon learners’ motivation, listening, & speaking skills: The learner-centered approach. Retrieved from ERIC database. (ED 470811)
Linga, P., & Wang, C. (2014). Flipped class learning in a large class setting. CDTL Brief, 17(1), 4-9.
Maloy, R., Edwards, S., & Evans, A. (2014). Wikis, workshops, & writing: Strategies for flipping a college community engagement course. Journal of Educators Online, 11(1), 1-23.
Mazur, E. (1991). Can we teach computers to teach? Computers in Physics, 5(1), 31-38. http://dx.doi.org/10.1063/1.4822968
Milman, N. (2012). The flipped classroom strategy: What is it & how can it best be used? Distance Learning, 9(3), 85-87.
Mirshekaran, R., Namaziandost, E., & Nazari, M. (2018). The Effects of Topic Interest and L2 Proficiency on Writing Skill among Iranian EFL Learners. Journal of Language Teaching and Research, 9(6), 1270-1276.
Namaziandost E., & Nasri, M. (2019a). A meticulous look at Long’s (1981) interaction hypothesis: does it have any effect on speaking skill? Journal of Applied Linguistics and Language Research, 6(2), 218-230.
Namaziandost, E., & Nasri, M., Rahimi Esfahani, F., & Keshmirshekan M. H. (2019). The impacts of spaced and massed distribution instruction on EFL learners’ vocabulary learning. Cogent Education, 6: 1661131. https://doi.org/10.1080/2331186X.2019.1661131.
Namaziandost, E., Saberi Dehkordi, E., & Shafiee, S. (2019). Comparing the effectiveness of input-based and output-based activities on productive knowledge of vocabulary among pre-intermediate EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 4(2), 1-14 https://doi.org/10.1186/s40862-019-0065-7.
Namaziandost, E., Sabzevari, A., & Hashemifardnia, A. (2018). The effect of cultural materials on listening comprehension among Iranian upper-intermediate EFL learners: In reference to gender. Cogent Education,5(1), 1-27. https://doi.org/10.1080/2331186X.2018.1560601.
Nasri, M. & Biria, R. (2017). Integrating multiple and focused strategies for improving reading comprehension and l2 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics & English Literature, 6(1), 311-321.
Nasri, M., Biria, R., & Karimi, M. (2018). Projecting Gender Identity in Argumentative Written Discourse. International Journal of Applied Linguistics & English Literature, 7(3), 201-205.
Nasri, M., Namaziandost, E., & Akbari, S. (2019). Impact of pictorial cues on speaking fluency and accuracy among Iranian pre-intermediate EF learners. International Journal of English Language and Literature Studies, 8(3), 99-109
Rapoport, N. (2013). Rethinking U.S. legal education: No more ‘same old, same old’. Connecticut Law Review, 45(4), 1409-1429.
Raths, D. (2014). Nine video tips for a better flipped classroom. Education Digest, 79(6), 15-21.
Ruddick, K. (2012). Improving chemical education from high school to college using a more hands-on approach (Unpublished doctoral dissertation). University of Memphis.
Tahmasbi, S., Hashemifardnia, A., & Namaziandost, E. (2019). Standard English or world Englishes: Issues of ownership and preference. Journal of Teaching English Language Studies, 7(3), 83-98.
Taylor, L., & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1), 1-33.
Tucker, B. (2012). The Flipped classroom: Online instruction at home frees class time for learning. Education Next, 12(1), 82-83.
Walvoord, B., & Anderson, V. (1998). Effective grading: A tool for learning & assessment in college. San Francisco: Jossey-Bass.
Zhang, P., Ma, J., & Liu, Y. (2014). Flipped classroom: An effective model of improving student teachersʹ educational technology. Journal of Information Technology & Application in Education, 3(3), 144-149.
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Journal of Applied Linguistics and Language Research