Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation

Yıl 2021, Cilt: 50 Sayı: 2, 858 - 876, 29.10.2021

Pınar Girgin Neşe Cabaroğlu

https://doi.org/10.14812/cuefd.944217

Cited By: 7

Öz

This article presents an action research study examining the implementation of flipped classroom model supported with Web 2.0 technology to provide opportunities to use the target language and to motivate learners. Our participants were 12th grade language class students who were learning English as foreign language in a state school in Turkey. Our data came from a variety of sources including pre-and post-treatment questionnaires, teacher journals, lesson evaluation forms, observation tasks, and semi-structured interviews. Our findings revealed that participating students held positive perceptions and a high level of motivation towards the integration of Web 2.0 technology to Flipped Classroom in their English language learning process. Additionally, they reported a number of advantages associated with flipped learning model and Web 2.0 tools such as increased readiness to the lesson, improvement in variety of language and 4C (i.e., critical thinking, creative thinking, communicating and collaborating) skills, fostered teamwork and boosted creativity. In light of our findings, we propose pedagogical implications for EFL practices.

Anahtar Kelimeler

Action research, English as a foreign language, Flipped classroom, Motivation, Perceptions, Web 2.0 technology.

Web 2.0 Destekli Ters-Yüz Öğrenme Modeli: İngilizceyi Yabancı Dil Olarak Öğrenen Öğrencilerin Algıları ve Motivasyonları

Öz

Bu çalışmada dil öğrenen öğrencilerin motivasyonlarını ve dil kullanımlarını arttırmak için web 2.0 teknolojisi ile desteklenen ters-yüz öğretme modelinin uygulanması incelenmiştir. Eylem araştırması modelinin kullanıldığı bu çalışmanın katılımcıları Türkiye’de bir devlet okulunda 12. sınıfa devam eden ve İngilizceyi yabancı dil olarak öğrenen öğrencilerdir. Çalışmada hem nitel hem de nicel veri toplama araçları kullanılmıştır. Bu araçlar: uygulama öncesi ve sonrası uygulanan anketler, öğretmen günlükleri, ders değerlendirme formları, gözlem görevleri ve yarı yapılandırılmış görüşmelerdir. Araştırma sonucunda elde ettiğimiz bulgular, katılımcı öğrencilerin İngilizce öğrenme süreçlerinde web 2.0 teknolojisinin ters-yüz sınıf modeline entegrasyonuna yönelik olumlu algılara ve yüksek düzeyde motivasyona sahip olduklarını ortaya koymuştur. Bu bulgulara ilaveten katılımcılar, ters yüz öğrenme modeli ve Web 2.0 araçlarına ilişkin olarak derse daha fazla hazır olma, çeşitli dil ve 4C (iletişim kurma, iş birliği, yaratıcılık, eleştirel düşünme) becerilerinde gelişme, ekip çalışmasını teşvik etme ve yaratıcılıklarında artış gibi bir dizi avantaj bildirdiler. Araştırma bulguları ışığında, İngilizceyi yabancı dil olarak öğrenme uygulamaları açısından pedagojik çıkarımlar yapılmıştır.

Anahtar Kelimeler

Eylem araştırması, İngilizcenin Yabancı Dil olarak Öğretimi, Ters-yüz öğrenme modeli, Motivasyon, Algılar, Web 2.0 teknolojisi

Kaynakça

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