Abstract:
This study embarked on investigating the effectiveness of teaching ESP vocabulary via flipped classroom on improving Iranian students’ vocabulary learning. In addition, the attitudes of ESP learners towards the use of flipped classroom were investigated. In this study, a quantitative procedure was followed to collect and analyze data . In so doing, 60 ESP participants studying English in Payame Noor University were selected non-randomly based on their performance on Oxford quick placement test. All the participants were divided into two equal groups consisting of 30 participants and a pretest was administered. The participants of the experimental group received instruction through flipped classroom. The control group received vocabulary instruction through the conventional method that was popular in the university. A posttest was given to the participants of both groups in order to check the students’ vocabulary learning. To investigate the students’ attitudes towards using flipped classroom, a 10-item questionnaire was distributed among the participants after the treatment phase of the study. The results of one-way MANOVA showed that implementing flipped classrooms has significant effects on Iranian students' vocabulary learning in ESP courses. Furthermore, the participants of the experimental group acknowledged that implementing flipped classrooms has positive effect on their attitude in ESP courses. The findings regarding the effectiveness of flipped classroom and its prospected implications in developing vocabulary learning can pave the way for better communication in an ESP context and community.
Machine summary:
com Mohammad Reza Talebinejad, Associate Professor, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran Abstract This study embarked on investigating the effectiveness of teaching ESP vocabulary via flipped classroom on improving Iranian students’ vocabulary learning.
The results of one-way MANOVA showed that implementing flipped classrooms has significant effects on Iranian students' vocabulary learning in ESP courses.
Keywords: Flipped classroom, vocabulary learning, learners’ attitudes, ESP learners Introduction The flipped learning model is an incipient learning model which aims to increase students' active learning, collaboration and support during the learning process, through a better allocation of teaching time (Bergmann & Sams, 2012).
As this study intends to investigate the impact of flipped classroom on ESP learning and the language learners’ critical thinking, their attitude as well as their task engagement, in the following section a brief introduction is presented about each variable.
Therefore, implementing flipped classrooms has significant effects on Iranian students' vocabulary learning in ESP courses and the first research question of the study was verified.
In order to verify the second research question in finding whether implementing flipped classrooms has any effect on Iranian students' attitude in ESP courses, the attitude questionnaire was given to the participants of the experimental group.
Therefore, the participants of the experimental group acknowledged that implementing flipped classrooms has positive effect on Iranian students' attitude in ESP courses and the second research question of the study was verified.
Addressing the first research question of the study, the results of statistical analyses showed that implementing flipped classrooms has significant effects on Iranian students' vocabulary learning in ESP courses.