THE EFFECT OF ENGLISH COURSE DESIGNED BY FLIPPED LEARNING MODEL ON STUDENTS’ ENGAGEMENT, ANXIETY AND ATTITUDE

Year 2022, Issue: 56, 210 - 227, 27.12.2022

Dolunay Yılmaz Nihal Tunca Guclu Senar Alkın-şahin

https://doi.org/10.17498/kdeniz.1209629

Abstract

In the current study, it was aimed to examine the effect of the Vocational Foreign Language- English course, designed with the flipped learning model, on the engagement, anxiety and attitude of the students attending the Department of Physical Education at a Faculty of Sport Sciences. The study was carried out using a single-group pretest-posttest experimental design. The study group is comprised of 45 undergraduate students attending the Department of Physical Education at a Faculty of Sport Sciences of a state university. In the study, three data collection tools were used; the Scale of Attitudes towards English, the English Lesson Anxiety Scale and the Engagement Scale. The Dependent Samples T-test was used to determine whether there is a significant difference between the pre-test and post-test scores of the students. In the study, it was concluded that the Vocational Foreign Language English course, which was carried out by using the flipped learning model, was effective in reducing the anxiety of the students attending the Department of Physical Education, in increasing their engagement and in developing their attitudes towards the course. An important limitation of this study is that it was conducted on a single group. In the future, carrying out experimental studies involving experimental and control groups on the relevant subject will lead to stronger methodological results. In this study, the effect of flipped learning on three basic variables was examined. In future studies, the effect of flipped learning on students’ cognitive abilities such as higher-order thinking, problem solving and creative thinking or different affective characteristics such as motivation can be examined.

Keywords

Flipped Learning, Physical education students, Attitude towards English, English lesson anxiety, English Lesson Engagement

TERS YÜZ ÖĞRENME MODELİYLE TASARLANAN İNGİLİZCE DERSİNİN ÖĞRENCİLERİN KATILIMINA, KAYGILARINA VE TUTUMLARINA ETKİSİ

Abstract

Bu çalışmada, Ters Yüz Öğrenme Modeli ile tasarlanan Mesleki Yabancı Dil-İngilizce dersinin spor bilimleri Fakültesi, Beden Eğitimi Anabilim Dalına devam eden öğrencilerin katılım, kaygı ve tutumları üzerindeki etkisinin incelenmesi amaçlanmıştır. Çalışma, tek grup ön test - son test deneysel tasarımı kullanılarak gerçekleştirilmiştir. Çalışma grubu, bir devlet üniversitesinin Spor Bilimleri Fakültesi Beden Eğitimi Bölümüne devam eden 45 lisans öğrencisinden oluşmaktadır. Çalışmada üç veri toplama aracı kullanılmıştır. Bunlar İngilizceye Yönelik Tutum Ölçeği, İngilizce Dersi Kaygısı Ölçeği ve Katılım Ölçeğidir. Öğrencilerin test öncesi ve test sonrası puanları arasında anlamlı bir fark olup olmadığını belirlemek için Bağımlı Örneklem T-testi kullanılmıştır. Çalışmada, ters yüz öğrenme modeli kullanılarak gerçekleştirilen Mesleki Yabancı Dil ingilizce dersinin Beden Eğitimi Anabilim Dalına devam eden öğrencilerin kaygılarını azaltmada, katılımlarını artırmada ve derse yönelik tutumlarını geliştirmede etkili olduğu sonucuna varılmıştır. Bu çalışmanın önemli bir sınırlılığı tek grup üzerinde yapılmış olmasıdır. Gelecekte ilgili konuda deney ve kontrol gruplarını içeren deneysel çalışmaların yapılması daha güçlü metodolojik sonuçların ortaya konmasını sağlayacaktır. Bu çalışmada ters yüz öğrenmenin öğrencilerin katılımı, kaygı durumları ve tutumları olmak üzere üç temel değişken üzerindeki etkisi incelenmiştir. İleride yapılacak çalışmalarda ters yüz öğrenmenin öğrencilerin üst düzey düşünme, problem çözme ve yaratıcı düşünme gibi bilişsel yetenekleri veya motivasyon gibi farklı duyuşsal özellikleri üzerindeki etkisi incelenebilir.

Keywords

Ters yüz öğrenme, Beden eğitimi öğrencileri, İngilizceye yönelik tutum, İngilizce ders kaygısı, İngilizce dersine katılım

ВЛИЯНИЕ КУРСА АНГЛИЙСКОГО ЯЗЫКА ПО ОБРАТНОЙ МОДЕЛИ ОБУЧЕНИЯ НА УЧАСТИЕ, НАПРЯЖЕННОСТЬ И ОТНОШЕНИЕ СТУДЕНТОВ

Abstract

Цель нижеследующего исследования, изучить влияние курса профессионального иностранного английского языка, разработанного с использованием обратной модели обучения на участие, озабоченность и отношение к указанному курсу обучения студентов факультета спорта и физического воспитания. Исследование проводилось с использованием одногруппового претестового и посттестового экспериментального плана. Учебная группа состояло из 45 студентов бакалавриата, обучающихся на кафедре физического воспитания факультета спортивных наук одного из государственных ВУЗ-ов. В исследовании использовались три инструмента для подбору данных. Такие, как шкала отношения к английскому языку, шкала напряженности на уроках английского языка и шкала участия. Зависимый выборочный T-критерий использовался для определения значительной разницы между результатами до и после тестирования студентов. В ходе исследования был сделан вывод, что курс профессионального иностранного английского языка, который проводился с использованием обратной модели обучения, был эффективен для студентов отделения физической культуры в снижении напряженности, повышений их активности и улучшении их отношения к лекции. В исследовании ограничивались одной группой. Экспериментальные исследования, с привлечением экспериментальных и контрольных групп по соответствующей тематике в будущем дадут более сильные методологические результаты. В эисследовании изучалось влияние обратного обучения на три основные переменные: участие учащихся, напряженность и их отношение к обучению. В последующих исследованиях можно будет изучить влияние обратного обучения на когнитивные способности учащихся, такие как мышление более высокого порядка, решение проблем и творческое мышление, различные аффективные характеристики, такие как мотивация.

Keywords

обратный модель обучение, студенты факультета физобучения, отношение к английскому языку, напряженнность на уроке английского языка, участие в уроке английского языка

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