Modern Educational Approaches
V.S. Vahedi
Abstract
Background and Objectives: Reverse classroom strategy is one of the new teaching-learning methods that has been able to attract the attention of many researchers and experts in recent years and is presented as a solution to overcome the problems and challenges. In addition, in the field of English language ...
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Background and Objectives: Reverse classroom strategy is one of the new teaching-learning methods that has been able to attract the attention of many researchers and experts in recent years and is presented as a solution to overcome the problems and challenges. In addition, in the field of English language teaching, many experts have recently focused on teaching-learning strategies as an effective factor in language learning. Today, many specialists believe that learning language skills alone does not guarantee the success of language learners and the development of self-directed language learners is of high importance. The aim of the present study was to investigate the effect of flipped teaching of learning strategies (cognitive and meta-cognitive) on learners' speaking proficiency and self-regulation.Methods: This study was quasi-experimental using pre-test/post-test design consisting of experimental and control groups. The participants of this study included 120 intermediate language learners who were homogenized and divided into three experimental groups and one control group. The first experimental group was taught learning strategies (cognitive and metacognitive) through flipped classroom along with teaching the usual textbook at the institute. The second experimental group was taught the institute textbook through the flipped classroom method without combining the teaching of learning strategies. The third experimental group, while teaching the textbook, were taught learning strategies (cognitive and metacognitive) through the traditional classroom. The students of the control group were taught the textbook in the usual traditional way and not being taught any of the learning strategies. In order to assess speaking proficiency of the participants at the beginning and end of the treatment, common institute speaking tests that were designed based on the content of the textbook were used. The validity of the instrument was reviewed and confirmed by several experienced language instructors of the institute. The reliability of the instrument was measured by Cronbach's alpha and was reported to be 0.88. The learners' self-regulation was also assessed by the self-regulation questionnaire designed by Bofard et al. (1995). Data were analyzed using multivariate analysis of covariance and two-way ANOVA.Findings: Findings showed that flipped teaching of learning strategies had a positive and significant effect on improving students' speaking proficiency. The results also showed that the independent effects of two variables, i.e. flipped teaching and learning strategies on the level of self-regulation of learners were significant, while the interaction of these two independent variables was not significant. Furthermore, according to the results of Tukey post hoc test for the effect of flipped teaching method and also teaching learning strategies, it was found that the difference between the mean scores of self-regulations of all groups in relation to flipped teaching method and also teaching learning strategies was significant.Conclusion: As a consequence, it is recommended to integrate CALL into traditional language classes in order to reach better learning outcomes. In addition, English learners mainly complain about the lack of interaction in the out-of-classroom environment, and flipped classrooms can address this need by providing interactive out-of-classroom communication environments.
Technology-based learning environments
M. Meshkat; S. Foroozeshnia
Abstract
Abstract: The present study was designed to find out the relationship between Iranian junior high-school learners’ attitudes towards CALL and academic self-regulation in learning English as a foreign language. Two hundred and thirteen junior high-school students participated in the study. The CALL ...
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Abstract: The present study was designed to find out the relationship between Iranian junior high-school learners’ attitudes towards CALL and academic self-regulation in learning English as a foreign language. Two hundred and thirteen junior high-school students participated in the study. The CALL Attitude Questionnaire and Academic Self-Regulated Learning survey were distributed among learners and the data were gathered from participants based on the information in the questionnaires. Correlation Coefficient procedure was used to answer the research question. The analysis of the results revealed that there is a significant and positive relationship between learners’ CALL attitudes and academic self-regulation (r=0.29, p<0.00). The findings showed that the more learners have positive attitudes towards CALL, they more they are likely to be selfregulated in language learning.
Electronic learning- virtual
S. Mosa ramezani
Abstract
The aim of this research was to determine the effect of teaching method (lecture and multimedia) on the level of achievement motivation and self-regulation students of distance education centers in Tehran Arabic cource (2). All statistical community to second grade students of humanities degree distance ...
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The aim of this research was to determine the effect of teaching method (lecture and multimedia) on the level of achievement motivation and self-regulation students of distance education centers in Tehran Arabic cource (2). All statistical community to second grade students of humanities degree distance learning centers in Tehran and in the academic year studying 1388-89 were comprised. To select samples randomly from the multi-stage cluster is used. Total sample size of "30 was randomly divided into 15 groups, then a group of multimedia teaching method and the other group received training in methods of training lecture. Academic achievement motivation and self-regulation through varlland test learners through tests self-regulation strategies and pintrich °roate (1990) were measured. pretest has shown not significant difference between the two groups (a) and (2) the level of achievement motivation and self-regulation of Arabic cource (2). Data obtained from these two tests using covariance analysis to help software and Excell SPSS18 were analyzed. The results have shown, achievement motivation between these two groups there is no significant difference. After observed no differences between two groups of academic achievement motivation, internal and external motivation of two groups using independent t tests were calculated and analyzed. Our results showed no difference in academic achievement motivation among internal and external groups the subjects. The self-regulation in the field, the results had suggested that the two groups in their regulatory subscales except anxiety, and efficiency and goal orientation, there is no significant difference.
competency of teachers
A. Ghanizadeh
Abstract
This study investigated the relationship between Iranian EFL teachers' self-regulation and their critical thinking ability in language institutes. Furthermore, the role played by their length of teaching experience in their self-regulation and the relationship between their age and self-regulation were ...
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This study investigated the relationship between Iranian EFL teachers' self-regulation and their critical thinking ability in language institutes. Furthermore, the role played by their length of teaching experience in their self-regulation and the relationship between their age and self-regulation were examined. To this end, 92 EFL teacherswere selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the 'Watson-Glaser's Critical Thinking Appraisal' and the 'Teacher Self-Regulation Scale' anonymously. The findings yielded via correlation supported the theoretical expectation of a linkage betweenself-regulation and critical thinking. Subsequent data analyses indicated that among the components of critical thinking, 'evaluation of arguments' and 'interpretation' have the highest correlations with teachers' self-regulation. In addition, significant correlations were found between teachers' self- regulation, their teaching experience, and their age. The conclusions and implications of the research are further discussed with reference to earlier findings.
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