خلاصة:
Flipped teaching is the process of moving lecture content from face-to-face class time to before class. The potential values of flipped teaching in which learners are actively engaged in the learning process have been emphasized during the past years; however, there is still little research evidence about the attitudes of the learners towards flipped teaching and the use of technology. The present investigation aimed to explore Iranian EFL learners' attitudes towards flipped teaching. To this end, 40 female intermediate EFL learners with the age range of 19 to 29 from the training department of the National Iranian Oil Company (NIOC) in Khuzestan, Iran, based on the Oxford Quick Placement Test (OQPT) were selected through convenience sampling and assigned into two groups with the same instructional strategies since having 40 students in a single class was not possible. An attitude questionnaire was examined in terms of frequencies and percentages. The results of frequency analyses indicated that EFL learners in the study had a positive attitude towards flipped teaching and agreed that it was helpful to them in many ways. The findings can be of significance for EFL learners, instructors, and syllabus designers.
ملخص الجهاز:
Fulton (2012) identified the following among the advantages of the flipped teaching model: learners move at their own pace; classroom time can be used more creatively and effectively; student difficulties and learning styles can be revealed to the teachers; therefore, teachers can customize the curriculum for the students more easily; the levels of students' engagement, interest, and achievement is increased in this method; new approaches are supported by the learning theory, and the implementation of technology is appropriate and flexible for learning.
In traditional classes, delivery of materials containing lectures and or assignments happen in the classrooms, while in flipped learning, students receive knowledge at home by watching videos or slides prepared by teachers, and receive practice in the class (Amiryousefi, 2017).
Anderson and Krathwohl (2001) stated that flipped learning needs learners do the lower levels of cognitive abilities such as knowledge and comprehension outside the classroom, and in the classroom they can work on higher order skills such as application, analysis, synthesis, and evaluation with the aid of their teachers and peers.
In a pertinent study, Webb and Doman (2019) explored the students' self-reported attitudes towards language learning in the flipped classroom across three contexts of USA, Macau, and Colombia.
To explore EFL students’ and teachers’ attitudes towards the flipped classrooms in an Iranian university context, Vaezi, Afghari, and Lotfi (2019) used a mixed-method research approach.
g. Baker, 2000; Bates & Galloway, 2012; Butt, 2014; Gannod, Burge, & Helmick, 2008; Lage, Treglia, & Platt, 2000; Maher, Lipford, & Singh, 2014), which discovered the positive attitudes of the learners towards flipped teaching.