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COVİD-19 Hibrit Döneminde Ters Yüz Edilmiş Bir Sınıfta Yabancı Dil Öğrencilerinin Dil Başarısı ve Kaygısı

Year 2023, , 1990 - 2013, 31.12.2023
https://doi.org/10.17679/inuefd.1169059

Abstract

COVID19 salgını sırasında eğitim, yüz yüze eğitiminden çevrimiçi veya hibrit bir formata geçti. Yeni sistemin eğitim ve öğretim modelleri ne kadar çevrimiçi modellere dayansa da pandemi öğrencilerin öğrenmelerini etkiliyor. Acil bir çevrimiçi veya karma kurs için yeni bir değerlendirme tasarımı oluşturmak için araştırmacılar, salgın dönemi boyunca öğrencilerin dil kullanımlarını ve tutumlarını incelemelidir. Bu çalışma, birçok öğrencinin sınıfta yaşadığı kaygı gibi olumsuz duygu ve duygulardan dolayı, ters yüz sınıf öğretimi yaklaşımının İngilizceyi yabancı dil olarak öğrenenlerin dil başarısı ve dil kaygısı üzerindeki etkisini amaçlamaktadır. 60 İngilizceyi yabancı dil olarak öğrenen orta düzey üniversite öğrencisi katılımcı olarak araştırmada yer aldı. FLCAS, Horwitz, Horwitz ve Cope (1986) tarafından uygulanan kaygı anketi, öğrencilere bir ön test ve bir son test uygulanarak, ters yüz edilmiş sınıfın katılımcıların dil kaygısı ve başarı üzerindeki etkisini araştırmak için 14 haftadan oluşan bir yarıyıl boyunca öğrencilere uygulanmıştır. Elde edilen bilgiler istatistiksel olarak analiz edilmiş ve istatistiksel sonuçlar, ters yüz öğrenmenin öğrencilerin hibrit pandemi döneminde motivasyon ve kaygıları üzerinde anlamlı ve olumlu bir etkisi olduğunu göstermiştir.

References

  • Abeysekera, L. & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.
  • Al-Harbi, S., & Alshumaimeri, Y. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60-80.
  • Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning. Cambridge: Cambridge University Press.

The Effect of Flipped Classroom Teaching on EFL Learners' Language Achievement and Anxiety During Hybrid Covid-19 period

Year 2023, , 1990 - 2013, 31.12.2023
https://doi.org/10.17679/inuefd.1169059

Abstract

During the global COVID19 pandemic, education has moved from the classroom to an online or hybrid format. No matter how much the new system's education and training models are based on online models, the pandemic affects students' learning. In order to construct a novel assessment design for an urgent online or hybrid courses, researchers must examine students' language use and attitudes throughout the epidemic period. Due to the negative feelings and emotions such as anxiety that many learners experience in the classroom, the current study aims to the effect of flipped classroom teaching approach on EFL learners’ language achievement and language anxiety. Sixty EFL intermediate university students took part as participants. The anxiety questionnaire FLCAS adopted from Horwitz, Horwitz, and Cope (1986), a pre-test and a post-test were administered to the students during a semester consisted of 14 weeks to study the effect of flipped classroom on participants’ language anxiety and achievement. The obtained information was statistically analyzed and the statistical results showed a significant and positive effect of flipped learning on students' motivation and anxiety on hybrid pandemic period.

References

  • Abeysekera, L. & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.
  • Al-Harbi, S., & Alshumaimeri, Y. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60-80.
  • Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning. Cambridge: Cambridge University Press.
There are 3 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Parisa Yeganehpour 0000-0003-2982-9085

Publication Date December 31, 2023
Published in Issue Year 2023

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APA Yeganehpour, P. (2023). The Effect of Flipped Classroom Teaching on EFL Learners’ Language Achievement and Anxiety During Hybrid Covid-19 period. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(3), 1990-2013. https://doi.org/10.17679/inuefd.1169059
AMA Yeganehpour P. The Effect of Flipped Classroom Teaching on EFL Learners’ Language Achievement and Anxiety During Hybrid Covid-19 period. INUEFD. December 2023;24(3):1990-2013. doi:10.17679/inuefd.1169059
Chicago Yeganehpour, Parisa. “The Effect of Flipped Classroom Teaching on EFL Learners’ Language Achievement and Anxiety During Hybrid Covid-19 Period”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, no. 3 (December 2023): 1990-2013. https://doi.org/10.17679/inuefd.1169059.
EndNote Yeganehpour P (December 1, 2023) The Effect of Flipped Classroom Teaching on EFL Learners’ Language Achievement and Anxiety During Hybrid Covid-19 period. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 3 1990–2013.
IEEE P. Yeganehpour, “The Effect of Flipped Classroom Teaching on EFL Learners’ Language Achievement and Anxiety During Hybrid Covid-19 period”, INUEFD, vol. 24, no. 3, pp. 1990–2013, 2023, doi: 10.17679/inuefd.1169059.
ISNAD Yeganehpour, Parisa. “The Effect of Flipped Classroom Teaching on EFL Learners’ Language Achievement and Anxiety During Hybrid Covid-19 Period”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/3 (December 2023), 1990-2013. https://doi.org/10.17679/inuefd.1169059.
JAMA Yeganehpour P. The Effect of Flipped Classroom Teaching on EFL Learners’ Language Achievement and Anxiety During Hybrid Covid-19 period. INUEFD. 2023;24:1990–2013.
MLA Yeganehpour, Parisa. “The Effect of Flipped Classroom Teaching on EFL Learners’ Language Achievement and Anxiety During Hybrid Covid-19 Period”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 24, no. 3, 2023, pp. 1990-13, doi:10.17679/inuefd.1169059.
Vancouver Yeganehpour P. The Effect of Flipped Classroom Teaching on EFL Learners’ Language Achievement and Anxiety During Hybrid Covid-19 period. INUEFD. 2023;24(3):1990-2013.

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