دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات13
تعداد شماره‌ها188
تعداد مقالات1,879
تعداد مشاهده مقاله2,477,007
تعداد دریافت فایل اصل مقاله1,745,895
جعفری, مسعود, حبیب زاده, عباس, تنها, زهرا. (1402). تأثیر آموزش معکوس بر مؤلفه‌های خودکارآمدی زبان انگلیسی در دانش‌آموزان پایه‌ دهم. فناوری آموزش, 17(4), 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, 17, 4, 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, 17(4), 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; 17(4): 729-742. doi: 10.22061/tej.2023.1958

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

فناوری آموزش
مقاله 2، دوره 17، شماره 4 - شماره پیاپی 68، مهر 1402، صفحه 729-742    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
مراجع
[1] Bandura, A. and D.H. Schunk, Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of personality and social psychology, 1981. 41(3): p. 586.

[2] Pajares, F., Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 2003. 19(2): p. 139-158.

[3] Bandura, A., Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 2006. 5(1): p. 307-337.

[4] Ueki, M. and O. Takeuchi, Validating the L2 motivational self system in a Japanese EFL context: The interplay of L2 motivation, L2 anxiety, self-efficacy, and the perceived amount of information. Language Education & Technology, 2012. 49: p. 1-22.

[5] Wang, C., et al., Psychometric properties of a self-efficacy scale for English language learners in China. System, 2014. 44: p. 24-33.

[6] Sağlam, D. and A. Arslan, The development of English language skills self-efficacy scale for higher education students. Psycho-Educational Research Reviews, 2018: p. 1–15-1–15.

[7] Kitikanan, P. and P. Sasimonton, The Relationship between English Self-Efficacy and English Learning Achievement of L2 Thai Learners. LEARN Journal: Language Education and Acquisition Research Network, 2017. 10(1): p. 149-164.

[8] Wang, C. and D. Kim. Examination of the psychometric properties of a self-efficacy scale. in Roundtable paper presentation at the Annual Conference of American Educational Research Association (AERA), New Orleans, LA. 2011.

[9] Xiu, Y. and P. Thompson, Flipped university class: a study of motivation and learning. Journal of Information Technology Education. Research, 2020. 19: p. 41.

[10] Rahimi, A. and A. Abedini, The interface between EFL learners' self-efficacy concerning listening comprehension and listening proficiency. Novitas-ROYAL (Research on Youth and Language), 2009. 3(1).

[11] Webb, M. and E. Doman, Does the Flipped Classroom Lead to Increased Gains on Learning Outcomes in ESL/EFL Contexts? CATESOL Journal, 2016. 28(1): p. 39-67.

[12] Kheirābādi, R., The impact of flipped classroom model on teaching English grammar at 10th grade of high school. Educational Innovations, 2017. 16(4): p. 141-162. [persian]

[13] Sahebyar, H. and I. Barghi, The Effect of Reverse education on goal orientation learning in English Language. Journal of Educational Psychology Studies, 2021. 18(41): p. 17-1. [persian]

[14] Ahmed, H.O.K., Flipped learning as a new educational paradigm: An analytical critical study. European Scientific Journal, 2016. 12(10).

[15] Chen Hsieh, J.S., W.-C.V. Wu, and M.W. Marek, Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 2017. 30(1-2): p. 1-21.

[16] Rotellar, C. and J. Cain, Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 2016. 80(2).

[17] Bergmann, J. and A. Sams, Flip your classroom: Reach every student in every class every day. 2012: International society for technology in education.

[18] Parvaneh, H., M. Zoghi, and N. Asadi, Flipped Classroom Approach: Its Effect on Learner Autonomy and Language Anxiety of Iranian EFL Learners. Journal of Foreign Language Research, 2020. 10(2): p. 330-347. Persian.

[19] Piri, M., H. Sahebyar, and A. Sadollahi, The effect of flipped classroom on self-directed learning in English language classescourse. Technology of Education Journal (TEJ), 0621. 12(2): p. 141-148. Persian.

[20] Sahebyar, et al., Studying the effectiveness of reverse learning on the reflective thinking of second year high school students in mathematics. Journal innovation and creativity in the humanities, 1398. 8(4): p. 46-54. Persian.

[21] Vahidi, z. and k. poushaneh, Effectiveness of flipped Classroom on Meta-cognitive Skills and Educational Motivation in Conservatory Students. Information and Communication Technology in Educational Sciences, 2018. 8(8(31)): p. 141-168. Persian.

[22] Ghanaat, H. and A. Habibzadeh, Analyzing the Impact of Flipped Classroom on Students' Mathematical Academic Achievement and Attitude towards Mathematics. Research in Curriculum Planning, 2021. 17(67): p. 183-196. Persian.

[23] Soleymani, S., et al., Investigating the improvement of students' performance and autonomy in problem-solving styles of learning English grammar under the flipped learning pattern. Technology of Education Journal (TEJ), 2022. 16(3): p. 539-551. Persian.

[24] Ghorbanzadeh, p., Comparison of the effect of reverse education and traditional education on the academic motivation of elementary students in mathematics. Applied Educational Leadership, 2021. 1(4): p. 69-80. Persian.

[25] Boyraz, S. and G. Ocak, Implementation of flipped education into Turkish EFL teaching context. Journal of Language and Linguistic Studies, 2017. 13(2): p. 426-439.

[26] Namaziandost, E., et al., Flipped classroom model and self-efficacy in an Iranian English as a foreign language context: A gender-based study. Journal of University Teaching & Learning Practice, 2020. 17(5): p. 17.

[27] Su Ping, R.L., et al., Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 2020. 57(3): p. 305-316.

[28] Masoomifard, M., Mahmodi, M., and M. Parsa Sirat, A comparison of the effect of using the Flipped instruction with the traditional teaching method on learning and academic self-efficacy of Persian lessons. Technology of Education Journal (TEJ), 2022. 16(2): p. 249-261. Persian.

[29] Ghasemi madani, S., G. Ahghar, and D. Taghvaei, Comparing the effectiveness of flipped teaching and teaching metacognitive strategies in science lessons on students' self-efficacy. Technology of Education Journal (TEJ), 2022. 17(1): p. 197-208. Persian.

[30] Nazaripour, A. and S. Laie, Reverse Learning on Academic Self-efficacy and Mathematical Learning in Students with Learning Disabilities. Middle Eastern Journal of Disability Studies, 2020. 10(0): p. 7-7. Persian.

[31] Moradi Doliskani, M., z. yonespor eisaloo, and r. Moradi, The Effect of Flipped Classroom on Academic Self-Efficacy and Self-Directed Learning among Students in English Lesson. Bimonthly of Education Strategies in Medical Sciences, 2022. 15(1): p. 10-18. Persian.

[32] Gonzalez-Gomez, D., J.S. Jeong, and F. Cañada-Cañada, Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments, 2022. 30(5): p. 896-907.

[33] Ghaasemtabaar, P.D., S. A., P.D. Taghipoor, K., and P.D. Mahdavinasab, Y., Flipped Classroom Affecting Computer Self-Efficacy and Classroom Perception among High School Students  Quarterly Journal Of Education, 2020. 36(3): p. 91-112. Persian.

[34] Namaziandost, E. and F. Çakmak, An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 2020. 25(5): p. 4041-4055. Persian.

[35] Fathi, J. and J. Barkhoda, Exploring the effect of the flipped classroom on EFL learners' reading achievement and self-efficacy. Journal of Foreign Language Research, 2021. 11(3): p. 435-452.

[36] Wang, C., et al., Examining measurement properties of an English self-efficacy scale for English language learners in Korea. International Journal of Educational Research, 2013. 59: p. 24-34.

[37] Rezaee sharif, a., m.r. ebrahimkhani, and v. mohammadi, Psychometric properties of self-efficacy scale for English language learners. Biquarterly Journal of Cognitive Strategies in Learning, 2018. 5(9): p. 83-102. Persian.

[38] Enfield, J., Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 2013. 57: p. 14-27.

[39] Lai, C.-L. and G.-J. Hwang, A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 2016. 100: p. 126-140.

[40] Aburezeq, I.M., The impact of flipped classroom on developing Arabic speaking skills. The Asia-Pacific Education Researcher, 2020. 29(4): p. 295-306.

[41] Vahedi, V.S., The effect of flipped teaching method of learning strategies (cognitive-metacognitive) on the development of learners' speaking proficiency and self-regulation in comparison with the traditional approach. Technology of Education Journal (TEJ), 2022. 16(3): p. 635-646.

[42] Wu, W.-C.V., J.S.C. Hsieh, and J.C. Yang, Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Journal of Educational Technology & Society, 2017. 20(2): p. 142-157.

[43] Sudarmaji, I., A.A.A. Anwar, and A. Mulyana, Developing students’ speaking skills through Flipped Classroom Model. Journal of English Education and Teaching, 2021. 5(2): p. 188-200.

[44] Liu, L., Face-to-face Teaching in the Flipped Classroom Supported by Visualization Tools–Taking the course of “Architectural Design of Housing” as an Example. International Journal of Emerging Technologies in Learning (Online), 2019. 14(3): p. 220.

[45] Miraei Mohammadi, M., S.M. Alavi, and M. Khatib, The Effect of Face-to-Face Verses Online FLIP Learning on the Speaking Skill of Lower-Intermediate Iranian University EFL Learners. Journal of English Language Pedagogy and Practice, 2021. 14(28): p. 200-220. Persian.

[46] Nourinezhad, S., E. Hadipourfard, and M. Bavali, The effect of flipped learning on English writing performance and self-efficacy of Iranian medical students. Journal of Language Horizons, 2022. 6(1): p. 161-182. Persian.

[47] Samiee Zafarghandi, M., The effect of flip learning on students' self-Efficacy and academic achievement. Available at SSRN 3154001, 2018.

[48] Raimes, A., Techniques in teaching writing. 1983: ERIC.

[49] Styati, E.W., Effect of YouTube Videos and Pictures on EFL Students' Writing Performance. Dinamika Ilmu, 2016. 16(2): p. 307-317.

[50] Singh, C.K.S., et al., ESLLearners’ Perspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progresive Education and Development6 (4), 2017: p. 74-89.

[51] Öztürk, M. and Ü. Çakıroğlu, Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 2021. 8(1): p. 2.

[52] Etemadfar, P., S.M.A. Soozandehfar, and E. Namaziandost, An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education, 2020. 7(1): p. 1835150.

[53] Chou, L.-Y. The effect of flipped classroom on self-efficacy and satisfaction of computer auditing. in International Conference on Innovative Mobile and Internet Services in Ubiquitous Computing. 2017. Springer.

[54] Birisci, S. and K. Emin, Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 2019. 10(1): p. 75-93.

[55] Djamàa, S., Lecture in the living room, homework in the classroom: The Effects of flipped instruction on graduate EFL students’ exam performance. Computers in the Schools, 2020. 37(3): p. 141-167.

[56] Johnston, B.M., Implementing a flipped classroom approach in a university numerical methods mathematics course. International Journal of Mathematical Education in Science and Technology, 2017. 48(4): p. 485-498.

[57] Dehaqin, V. and E. Hejazi, Investigating the Process of Learning and Motivation in the flipped classroom: Review Article. Rooyesh-e-Ravanshenasi Journal(RRJ), 2020. 8(11): p. 149-158. Persian.

آمار
تعداد مشاهده مقاله: 145
تعداد دریافت فایل اصل مقاله: 178


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب