The Effect of Flipped Model of Instruction on EFL Learners Reading Comprehension: Learners Attitudes in FocusReportar como inadecuado




The Effect of Flipped Model of Instruction on EFL Learners Reading Comprehension: Learners Attitudes in Focus - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.



Advances in Language and Literary Studies, v8 n1 p95-103 Feb 2017

The present study aimed at investigating the effect of flipped model of instruction on EFL learners' reading comprehension ability. Moreover, this study aimed at identifying EFL students' attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first conveniently sampled and were homogenized through a sample of PET. 50 EFL learners within age range of 19 to 25 were selected for the study and equally assigned into two groups-experimental and group. A researcher-made reading comprehension test was given to the participants as the pretest of the study. The experimental group received flipped model of instruction, whereas the control group received traditional model of instruction. At the end of the study, the researcher-made reading comprehension test was administered to the two groups of the study as their posttest. Moreover, in order to identify the EFL students' attitude towards the flipped model of instruction, the participants were asked to complete a questionnaire on flipped model of instruction developed primarily by Elfatah and Ahmed (2016). The results of ANCOVA revealed that flipped model of instruction had a significant positive effect on the reading comprehension ability of EFL students. Moreover, the results of frequency analyses indicated that EFL students in the experimental group had positive attitude towards attitude flipped model of instruction and agreed that it was helpful to them in many ways. The results and implications of the study are discussed in more detail in the paper.

Descriptors: Foreign Countries, Blended Learning, Technology Uses in Education, Educational Technology, Homework, Video Technology, Teaching Methods, English (Second Language), English Language Learners, Reading Comprehension, Student Attitudes, Late Adolescents, Young Adults, Reading Tests, Pretests Posttests, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Statistical Analysis

Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls[at]aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index





Autor: Karimi, Mehrnoosh; Hamzavi, Raouf

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=651&id=EJ1127025



DESCARGAR PDF




Documentos relacionados