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جعفری, مسعود, حبیب زاده, عباس, تنها, زهرا. (1402). تأثیر آموزش معکوس بر مؤلفه‌های خودکارآمدی زبان انگلیسی در دانش‌آموزان پایه‌ دهم. فناوری آموزش, (), 729-742. doi: 10.22061/tej.2023.1958
مسعود جعفری; عباس حبیب زاده; زهرا تنها. "تأثیر آموزش معکوس بر مؤلفه‌های خودکارآمدی زبان انگلیسی در دانش‌آموزان پایه‌ دهم". فناوری آموزش, , , 1402, 729-742. doi: 10.22061/tej.2023.1958
جعفری, مسعود, حبیب زاده, عباس, تنها, زهرا. (1402). 'تأثیر آموزش معکوس بر مؤلفه‌های خودکارآمدی زبان انگلیسی در دانش‌آموزان پایه‌ دهم', فناوری آموزش, (), pp. 729-742. doi: 10.22061/tej.2023.1958
جعفری, مسعود, حبیب زاده, عباس, تنها, زهرا. تأثیر آموزش معکوس بر مؤلفه‌های خودکارآمدی زبان انگلیسی در دانش‌آموزان پایه‌ دهم. فناوری آموزش, 1402; (): 729-742. doi: 10.22061/tej.2023.1958

تأثیر آموزش معکوس بر مؤلفه‌های خودکارآمدی زبان انگلیسی در دانش‌آموزان پایه‌ دهم

فناوری آموزش
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 25 خرداد 1402    اصل مقاله (652.21 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.1958
نویسندگان
مسعود جعفری1؛ عباس حبیب زاده* 2؛ زهرا تنها3
1گروه روان‌شناسی تربیتی، دانشگاه خوارزمی، کرج، ایران
2گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه قم، قم، ایران
3گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، واحد خرم آباد، دانشگاه آزاد اسلامی، خرم آباد، ایران
تاریخ دریافت: 13 دی 1401،  تاریخ بازنگری: 04 اردیبهشت 1402،  تاریخ پذیرش: 25 خرداد 1402 
چکیده
پیشینه و اهداف: آموزش معکوس یک راهبرد آموزشی یا یک الگو برای تدریس و یادگیری است که در آن ساختارهای سنتی و متداول فرایند یادگیری وارونه می­شود؛ یعنی در یک کلام آنچه پیش­تر به‌صورت متداول در کلاس درس انجام می­شد، به خانه محول شده و فرایندهایی که قبلاً دانش‌آموزان در خانه انجام می­دادند به کلاس درس منتقل می­شود. این روش به عنوان روشی نوین، می­تواند بر متغیرهای روان‌شناختی دخیل در یادگیری مؤثر باشد که یکی از این متغیرها خودکارآمدی است. پژوهش حاضر با هدف مقایسه­ اثربخشی آموزش معکوس و آموزش سنّتی بر خودکارآمدی زبان انگلیسی دانش­ آموزان پایه دهم انجام شده است.
روش‌ها‌: روش پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون – پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش را دانش ­آموزان پسر پایه دهم شهر قم تشکیل می­دادند. نمونه­ این مطالعه شامل 60 دانش‌آموز (30 نفر گروه آزمایش و 30 نفر گروه کنترل) بود که انتخاب آن­ها به روش نمونه گیری در دسترس انجام گرفت. گروه آزمایش 12 جلسه تحت آموزش معکوس قرار گرفتند؛ همچنین گروه کنترل به همین مدت با روش سنّتی آموزش دیدند. در گروه آموزش معکوس از فیلم­ ها و پادکست ­های تهیه شده به‌صورت سی‌دی  استفاده شد. همچنین جزواتی به‌صورت چاپی نیز تهیه شد تا در صورت عدم دسترسی دانش ­آموزان به اینترنت از این روش به مطالب دسترسی پیدا کنند. محتوای مورد استفاده در این پژوهش دو عنوان درسی از کتاب زبان انگلیسی پایه­ دهم بود. برای گردآوری داده ­ها،  پرسش­نامه­ خودکارآمدی انگلیسی وانگ (2014) مورد استفاده قرار گرفت. این پرسش‌نامه دارای 32 گویه بود که مؤلفه ­های خودکارآمدی شنیداری، خودکارآمدی خوانداری، خودکارآمدی نوشتاری و خودکارآمدی در گفتن را اندازه­گیری می­کرد. جهت تحلیل داده­ ها روش تحلیل کواریانس چندمتغیره مورد استفاده قرار گرفت و از نرم‌افزار اس.پی. اس. اس( spss-21) استفاده شد.
یافته‌ها: نتایج این تحقیق نشان داد آموزش معکوس به جز عامل خودکارآمدی شنیداری (692/0=f، 506/0=sig) بر سایر مؤلفه­های خودکارآمدی، از جمله خودکارآمدی خوانداری (48/335=f، 001/0=sig)، خودکارآمدی گفتاری (69/91=f، 001/0=sig)و خودکارآمدی نوشتاری (63/125=f، 001/0=sig). اثر معنا­داری داشته است؛ به‌گونه ­ای که میانگین نمرات گروه آزمایش از گروه کنترل به‌طرز معناداری بیشتر بود.
نتیجه‌گیری: یادگیری زبان انگلیسی حاصل عوامل به هم تنیده­ای مانند محیط یادگیری، امکانات و تجهیزات لازم، شرایط یادگیری و روش­های مناسب آموزشی است. نتایج این تحقیق نشان داد اجرای کلاس به شیوه­ معکوس می­تواند روش مؤثری برای افزایش خودکارآمدی زبان انگلیسی به ­عنوان یکی از مهارت­های شناختی مهم در یادگیری زبان انگلیسی باشد. در آموزش معکوس افزایش مدت یادگیری در هر زمان و مکانی غیر از کلاس درس و امکان انجام تمرین بیشتر سبب می­شود تا دانش ­آموز بر مطالب تسلط پیدا کند و این زمینه­­ کسب موفقیت را برای وی ایجاد می­کند. همین­طور کلاس معکوس با تکیه بر فناوری آموزشی، مطالب موجود در کتب درسی به‌ویژه زبان انگلیسی را برای دانش­آموز جذاب­تر کرده و یادگیری زبان را به امری لذت بخش‌تبدیل می­کند. یافته­های این پژوهش می­تواند با برجسته‌ساختن نقش آموزش معکوس بر خودکارآمدی زبان انگلیسی دانش ­آموزان، برنامه ­ریزان آموزشی را برآن دارد تا برای بهبود مهارت­ های شناختی و عملکرد تحصیلی زبان ­آموزان از رویکرد آموزش معکوس بهره بگیرند.
کلیدواژه‌ها
آموزش معکوس؛ خودکارآمدی زبان انگلیسی؛ دانش‌آموزان پایه دهم
موضوعات
اموزش الکترونیکی- مجازی
عنوان مقاله [English]
The effect of flipped classroom on the components of self-efficacy of the 10th grade students
نویسندگان [English]
M. Jafari1؛ A. Habibzade2؛ Z. Tanha3
1Department of educational psychology, Kharazmi University, Tehran, Iran
2Department of Psychology, Literature and Humanities School, University of Qom, , Iran
3Department of psychology, Faculty of Literature and Humanities, Khorramabad Branch, Islamic Azad University, Khorramabad, Iran
چکیده [English]
Background and Objectives Flipped classroom is an educational strategy or a model for teaching and learning in which the traditional and common structures of the learning process are reversed, that is, in a word, what used to be done in the classroom is assigned to the home. And the processes that students used to do at home are transferred to the classroom. As a new method, this method can be effective on the psychological variables involved in learning, one of which is self-efficacy. The current research was conducted with the aim of comparing the effectiveness of flipped instruction and traditional teaching of English language on the self-efficacy of the 10th grade students
Methods: The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research consisted of the tenth-grade male students of Qom. The sample of this study included 60 students (30 in the experimental group and 30 in the control group) who were selected via available sampling. The experimental group underwent reverse training for 12 sessions, and the participants in the control group were trained with the traditional method for the same period of time. In the flipped classroom group, videos and podcasts prepared in the form of CDs were used, and pamphlets were also prepared in the printed form so that if the students did not have access to the Internet, they could access the materials. The content used in this research included two lessons from the 10th grade English book. To collect the data, the English self-efficacy questionnaire of Wang (2014) was used. This questionnaire had 32 items that measured the components of listening self-efficacy, reading self-efficacy, writing self-efficacy and speaking self-efficacy. Multivariate covariance analysis method was used to analyze the data. To analyze the data, SPSS (21.00) was used.
Findings: The results of this study showed that flipped instruction had a significant effect on dimensions of self-efficacy such as reading self-efficacy (F= 335.48 sig= 0.001), speech self-efficacy (F= 91.69 sig= 0.001), and writing self-efficacy (F= 125.63 sig= 0.001), except for the auditory self-efficacy (F= 0.692  sig= 0.506).
Conclusion: Learning English is the result of interwoven factors such as the learning environment, necessary facilities and equipment, learning conditions and suitable educational methods. The results of this research showed that conducting the class in a reversed manner can be effective in increasing English language self-efficacy as one of the important cognitive skills in learning English. In flipped classroom, increasing the duration of learning at any time and place other than the classroom and the possibility of doing more exercises will make the students master the material and thereby, will create a context for them to be successful. By relying on the educational technology, the flipped classroom makes the contents of the textbooks, especially the English book, more attractive for the students and makes learning more enjoyable. The findings of this research can encourage educational planners to use the flipped classroom approach to improve the cognitive skills and academic performance of language learners by highlighting the role of reverse teaching on students' English language self-efficacy.
کلیدواژه‌ها [English]
Flipped Classroom, English Self-Efficacy, 10th Grade Students
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آمار
تعداد مشاهده مقاله: 31
تعداد دریافت فایل اصل مقاله: 9


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