Face-to-Face or Flipped Learning Classroom: Which Method Enhances Iranian EFL Sixth-Grade Students’ Self-Efficacy in Virtual Learning Environment?
The realm of education has experienced significant transformation driven by swift advancements in technology, leading to the rise of virtual learning as a key instructional approach. Within this context, the flipped classroom (FC) model has gained prominence as a modern, innovative methodology....
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2024-11-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3333_dab33417fc767d828c2e3009383273a5.pdf |
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| Summary: | The realm of education has experienced significant transformation driven
by swift advancements in technology, leading to the rise of virtual
learning as a key instructional approach. Within this context, the flipped
classroom (FC) model has gained prominence as a modern, innovative
methodology. This model inverts the traditional classroom structure,
contrasting with conventional classroom practices by frequently
incorporating instructional content through videos, or PowerPoint
presentations. The study investigated the effect of FC model on sixthgrade students’ self-efficacy in Iran. Employing a quantitative research
approach, 100 male sixth-grade students aged 12-13 were selected based
on their Quick Oxford Placement test scores. Then, these participants
were divided into a control group, experiencing traditional classroom
teaching, and an experimental group, undergoing FC instruction using the
Shad application platform. The study spanned two months, covering key
English grammar objectives. Both groups took a pretest at the beginning,
followed by 16 sessions of grammar instruction. A posttest assessed the
teaching impact. Independent-samples t tests compared the two groups’
posttest mean scores. The findings demonstrated a significant
performance improvement in the experimental group when compared to
the control group. This suggests potential benefits for educators,
policymakers, and institutions in adopting FC methods to improve
academic literacy and student perceptions of virtual learning. Further
research is recommended to evaluate the FC model’s long-term effects
and adaptability across different educational settings.
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| ISSN: | 2676-5357 |