The Relationship between EFL Learners’ Flipped Learning Readiness and their Learning Engagement, Critical thinking, and Autonomy: A Structural Equation Modelling Approach

Afsaneh Ravandpour

doi:10.17323/jle.2022.12654

Afsaneh Ravandpour University of Tehran, Kish International Branch https://orcid.org/0000-0001-7872-4074

DOI: https://doi.org/10.17323/jle.2022.12654

Ключевые слова: готовность к обучению по технологии «перевернутый класс», вовлеченность в процесс обучения, критическое мышление учащегося, автономия учащегося, изучающий английский язык как иностранный (EFL)

Аннотация

Цель. Основная цель исследования - изучить взаимосвязь между готовностью к обучению по технологии «перевернутый класс» иранских EFL учащихся и их вовлеченностью в обучение, критическим мышлением и автономией.

Методы. В исследовании приняли участие 520 студентов, изучающих английский язык в качестве иностранного в языковых институтах на территории Ирана. Они были выбраны методом случайной выборки. В исследовании использовались четыре инструмента: анкета готовности к обучению по технологии «перевернутый класс», шкала автономии учащихся, тест-опросник критического мышления и анкета вовлеченности в обучение. Взаимосвязь между переменными была проанализирована с помощью коэффициента корреляции Пирсона и моделирования структурными уравнениями (SEM).

Результаты. Результаты показали, что готовность к обучению по технологии «перевёрнутый класс» положительно и значимо коррелирует с тремя переменными: вовлеченностью в обучение, критическим мышлением и автономией. Кроме того, согласно результатам, обучению по технологии «перевёрнутый класс» является положительным значимым предиктором критического мышления, вовлеченности в процесс обучения и автономии. Более того, вовлеченность положительно предсказывается как критическим мышлением, так и автономией. В заключение, были обсуждены результаты и их значение в контексте изучения языка.

Скачивания

Данные скачивания пока не доступны.

Литература

Arum, R., & Roska, J. (2011). Academically adrift: Limited learning on college campuses. http://www.press.uchicago.edu/ucp/books/book/chicago.A/bo10327226.HTML.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day.International Society for Technology in Education.

Berrett, D. (2012). How ‘flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education, 12(19), 1-3.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference and Exposition (Paper ID 6219). Atlant.

Engin, M., & Donanci, S. (2016). Instructional videos as part of a ‘flipped' approach in academic writing. Learning and Teaching in Higher Education: Gulf Perspectives, 13(1), 1-8. DOI: https://doi.org/10.18538/lthe.v13.n1.231

Ferlazzo, L. (2015). Building a community of self-motivated learners: Strategies to help students thrive in school and beyond. Routledge.

Gasmi, A. A. (2017). An investigation of the impact of flipped instruction on EFL students' engagement in academic writing classes: A case study of foundation students in Oman [Unpublished doctoral dissertation]. University of Liverpool. http://H00022808_Nov2017.pdf.

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4-14. DOI: https://doi.org/10.1016/j.iheduc.2012.09.003

Green, T. (2015). Flipped classrooms: An agenda for innovative marketing education in the digital era. Marketing Education Review, 25(3), 179-191. DOI: https://doi.org/10.1080/10528008.2015.1044851

Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(1), 98-109. https://doi.org/110481685.

Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances.Computers in Human Behavior, 59, 295-303. DOI: https://doi.org/10.1016/j.chb.2016.01.031

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 edition. The New Media Consortium.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. DOI: https://doi.org/10.2307/1183338

Lee, H., & Wang, P. (2013). EFL college student perceptions, engagement, and writing developments in a wiki-based inter-university collaborative writing project. English Teaching & Learning, 37(2), 77-120. DOI: https://doi.org/10.6330/ETL.2013.37.2.03

Mason, G. S., Shuman, T. R., & Cook, K. E. (2013).Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435. DOI: https://doi.org/10.1109/TE.2013.2249066

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic medicine, 89(2), 236-243. DOI: https://doi.org/10.1097/ACM.0000000000000086

Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88(2), 203-214. DOI: https://doi.org/10.1037/0022-0663.88.2.203

Moranski, K., & Kim, F. (2016). Flipping lessons in a multi-section Spanish course: Implications for assigning explicit grammar instruction outside of the classroom. The Modern Language Journal, 100(4), 830-852. DOI: https://doi.org/10.1111/modl.12366

Muniandy, A/P., V. (2018). Effectiveness of flipped classroom on students' achievement and attitudes towards the English language in secondary school. Journal of Innovative technologies in Education (JITE), 2, 9-15. https://doi.org/167213939.

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. DOI: https://doi.org/10.1016/j.iheduc.2015.02.002

Öztürk, M., & Çakıroğlu, U. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(2), 1-20. DOI: https://doi.org/10.1186/s40561-021-00146-x

Reeve, J., & Tseng, C. (2011). Agency as a fourth aspect of students' engagement during learning activities. Contemporary Educational Psychology, 36(2011), 257-267. DOI: https://doi.org/10.1016/j.cedpsych.2011.05.002

Sadeghi, B., Hassani, M. T., & Rahmatkhah, M. (2014). The Relationship between EFL learners‟ metacognitive strategies, and their critical thinking. Journal of Language Teaching and Research, 5(5), 1167-1175. DOI: https://doi.org/10.4304/jltr.5.5.1167-1175

Sakai, S., Chu, M., Takagi, A., & Lee, S. (2008). Teachers' roles in developing learner autonomy in the East Asian Region. The Journal of ASIA TEFL, 5(1), 93-117. DOI: https://doi.org/10.12973/iji.2017.1018a

Sezer, R. (2008).Integration of critical thinking skills into elementary school teacher education courses in Mathematics. Education, 128(3), 349-362.

Shahani, S., Chalak, A., & Heidari Tabrizi, H. (2021). The Iranian intermediate EFL learners' attitudes towards using flipped teaching via Google Classroom. Research in English Language Pedagogy, 9(1), 90-112. DOI: https://doi.org/10.30486/relp.2020.1880561.1159

Smith, P. J. (2005). Learning preferences and readiness for online learning. Educational Psychology, 25(1), 3-12. DOI: https://doi.org/10.1080/0144341042000294868

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environments Research, 15(2), 171-193. DOI: https://doi.org/10.1007/s10984-012-9108-4

Touchton, M. (2015). Flipping the classroom and student performance in advanced statistics: Evidence from a quasi-experiment. Journal of Political Science Education, 11(1), 28-44. DOI: https://doi.org/10.1080/15512169.2014

Tecedor, M., & Perez, A. (2019). Perspectives on flipped L2 classes: implications for learner training.Computer Assisted Language Learning. DOI: https://doi.org/10.1080/09588221.2019.1626439

Thorndike, E. (1932). The fundamentals of learning. ASS Press.

Vaezi, R., Afghari, A., & Lotfi, A. (2019). Flipped teaching: Iranian students' and teachers' perceptions. Applied Research on the English Language, 8(1), 139-164. DOI: https://doi.org/10.22108/are.2019.114131.1382

Viriyavejakul, C. (2020). The effect of flipped education on undergraduate student critical thinking ability.International Journal of Online Pedagogy and Course Design, 10(4), 1-9. DOI: https://doi.org/10.4018/IJOPCD.2020100105

Yarbro, J., Arfstrom, K. M., McKnight, K., & McKnight, P. (2014). Extension of a review of flipped learning. Flipped Learning Network.