Effectiveness of the Flipped Method in Teaching English Grammar to A2 Level Students at IITU, Kazakhstan

Year 2024, Volume: 4 Issue: 1, 1 - 18, 27.06.2024

Aigerim Kereibayeva , Nazım Baisbay

Abstract

This article presents a study that examines the implementation of the flipped learning approach in enhancing grammar instruction for low pre-intermediate level students studying at the International Informational Technology University of Kazakhstan. The research involved 28 students, with 15 students in the experimental group and 13 in the control group, along with two teachers from the Department of Languages. The primary objective of the study was to investigate the impact of the flipped classroom strategy on students' performance, perceptions, and attitudes towards independently learning English grammar. To achieve this, five videos focusing on English grammar were created and shared with the students prior to the in-class sessions. During the in-class activities, an active learning approach to language teaching was employed. The study utilized pre-tests, post-tests, and semi-structured interviews to gather data and evaluate the outcomes of the flipped learning approach. The findings of the study revealed that the flipped classroom had a positive influence on students' comprehension and application of English grammar. Additionally, the students expressed favorable perceptions towards the flipped approach. The study contributes pedagogical insights into the implementation of the flipped classroom and offers recommendations for further research in this area. The results highlight the potential benefits of the flipped learning approach in enhancing grammar instruction and improving students' engagement and understanding in language learning contexts. These findings provide valuable implications for future language education practices.

Keywords

technology, flipped learning, language education, pedagogical approaches, grammar instruction

Project Number

1

A2 Seviye Öğrencilere İngiliz Dilbilgisini Öğretmede Tersine Eğitim Yönteminin Etkinliği (IITU, Kazakistan)

Abstract

Bu çalışma, Kazakistan Uluslararası Bilgi Teknolojileri Üniversitesi'nde A2 seviyesindeki öğrencilerin dilbilgisi eğitimini artırmak amacıyla tersinmeli öğrenme yaklaşımının uygulanmasını inceleyen bir araştırmayı sunmaktadır. Araştırmada, Dil Bölümü'nden iki öğretmen ve 28 öğrenci yer almıştır. Öğrencilerin 15'i deney grubunda, 13'ü kontrol grubundadır. Çalışmanın temel amaçları, tersinmeli sınıf stratejisinin öğrencilerin performansı, algıları ve İngilizce dilbilgisi tutumları üzerindeki etkisini araştırmaktır. Bu amaçla, sınıf içi oturumlar öncesinde öğrencilere beş İngilizce dilbilgisi odaklı video hazırlanmış ve paylaşılmıştır. Sınıf içi etkinlikler sırasında aktif bir dil öğretimi yaklaşımı kullanılmıştır. Çalışma, veri toplamak ve tersinmeli öğrenme yaklaşımının sonuçlarını değerlendirmek için ön testler, son testler ve yarı yapılandırılmış görüşmelerden yararlanmıştır. Çalışmanın bulguları, tersinmeli sınıfın İngilizce dilbilgisi anlama ve uygulama becerileri üzerinde olumlu bir etkisi olduğunu göstermiştir. Ayrıca, öğrenciler tersinmeli yaklaşıma olumlu bir şekilde bakmışlardır. Çalışma, tersinmeli sınıfın uygulanmasına ilişkin pedagojik içgörüler sunmakta ve bu alanda gelecekteki araştırmalar için önerilerde bulunmaktadır. Sonuçlar, tersinmeli öğrenme yaklaşımının dilbilgisi eğitimini geliştirmede, öğrencilerin etkileşimini ve dil öğrenme bağlamlarındaki anlayışını iyileştirme potansiyel faydalarını vurgulamaktadır. Bu bulgular, gelecekteki dil eğitimi uygulamaları için değerli sonuçlar sunmaktadır.

Keywords

teknoloji, tersinmeli öğrenme, dil eğitimi, pedagojik yaklaşımlar, dil bilgisi öğretimi.

Project Number

1

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