اثربخشی روش آموزش معکوس راهبردهای یادگیری (شناختی- فراشناختی) بر پیشرفت مهارت گفتاری و خودتنظیمی زبان‌آموزان در مقایسه با رویکرد سنتی

واحدی, وحیده سادات

doi:10.22061/tej.2022.8346.2652

نوع مقاله : مقاله پژوهشی

نویسنده

وحیده سادات واحدی

گروه زبان انگلیسی، واحد قاینات، دانشگاه آزاد اسلامی ، قاینات، ایران

https://doi.org/10.22061/tej.2022.8346.2652

چکیده

پیشینه و اهداف: راهبرد کلاس معکوس یکی از روش‌های نوین آموزش-یادگیری است که در سالیان اخیر توانسته است نظر بسیاری از محققان و صاحب نظران را به خود جلب نماید و به‌‌عنوان راه حلی برای برون رفت از مشکلات مطرح شده و چالش‌های فرارو ارائه شود. افزون بر این در زمینه آموزش زبان انگلیسی، اخیراً توجه بسیاری از متخصصان معطوف به آموزش راهبردهای یادگیری به‌عنوان عاملی مؤثر بر فراگیری زبان شده است. امروزه بسیاری بر این باورند که فراگیری دانش زبانی به تنهایی موفقیت زبان‌آموزان را تضمین نمی‌کند؛ بلکه پرورش زبان‌آموزانی خودراهبر از اهمیت زیادی برخوردار است. پژوهش حاضر با هدف بررسی تأثیر آموزش معکوس راهبردهای یادگیری (شناختی-فراشناختی) بر بهبود مهارت گفتاری و خودتنظیمی فراگیران صورت گرفت.
روش‌ها: این پژوهش از نظر هدف کاربردی و از نظر ماهیت نیمه آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه‌های آزمایشی و کنترل است. شرکت‌کنندگان این پژوهش 120 نفر از زبان‌آموزان سطح متوسط بودند که به سه گروه آزمایشی و یک گروه کنترل تقسیم‌بندی شدند. گروه آزمایشی اول همزمان با تدریس کتاب آموزشی معمول در مؤسسه تحت آموزش راهبردهای یادگیری (شناختی و فراشناختی) از طریق کلاس معکوس قرار گرفتند. به گروه آزمایشی دوم کتاب آموزشی مؤسسه از طریق شیوه کلاس معکوس بدون تلفیق آموزش راهبردهای یادگیری آموزش داده شد. گروه آزمایشی سوم همزمان با تدریس کتاب آموزشی، تحت آموزش راهبردهای یادگیری (شناختی و فراشناختی) از طریق کلاس درس سنتی قرار گرفتند. به زبان‌آموزان گروه کنترل کتاب آموزشی به روش معمول سنتی آموزش داده شد و سعی شد تحت آموزش هیچ‌یک از راهبردهای یادگیری قرار نگیرند. جهت سنجش میزان مهارت گفتاری شرکت‌کنندگان در ابتدا و انتهای پژوهش از آزمون‌های رایج در مؤسسه که بر اساس محتوای کتاب تدریس شده طراحی شده‌اند استفاده گردید. روایی ابزار توسط چندین نفر از مدرسان زبان باتجربه مؤسسه مورد بررسی وتأیید قرار گرفت. پایایی ابزار نیز توسط آلفای کرونباخ سنجیده و برابر 88/0 گزارش شد. میزان خودتنظیمی فراگیران نیز باپرسش‌نامه خودتنظیمی بوفارد و همکاران (1995) ارزیابی شد. داده‌ها با استفاده از آزمون‌های کوواریانس چندمتغیره و تحلیل واریانس دوراهه مورد تجزیه و تحلیل قرار گرفتند.
یافته‌ها: یافته‌ها نشان داد که آموزش معکوس راهبردهای یادگیری بر بهبود مهارت گفتاری زبان‌آموزان تأثیر مثبت و معنی داری دارد. همچنین نتایج نشان داد که اثرات مستقل دو متغیر آموزش معکوس و آموزش راهبردهای یادگیری بر میزان خودتنظیمی فراگیران معنادار بوده، درحالی‌که تعامل این دو متغیر مستقل معنادار نیست. درادامه با توجه به نتایج آزمون تعقیبی توکی برای اثر آموزش معکوس و همچنین آموزش راهبردهای یادگیری چنین مشخص شد که تفاوت بین میانگین نمرات خودتنظیمی تمامی گروه‌ها در رابطه با روش آموزش معکوس و همچنین آموزش راهبردهای یادگیری معنی‌دار است.
نتیجه‌گیری: براساس نتایج به‌دست آمده می توان نتیجه گرفت آموزش معکوس به‌عنوان رویکردی نوین در قالب تلفیق با آموزش سنتی می‌تواند به افزایش کارایی کلاس‌های درس سنتی آموزش زبان منتهی شود. به‌علاوه فراگیران زبان انگلیسی عمدتاً از کمبود تعامل در محیط خارج از کلاس درس شکایت دارند و کلاس‌های معکوس با فراهم کردن محیط‌های ارتباطی تعاملی خارج از کلاس درس می‌تواند این نیاز را مرتفع سازد.

کلیدواژه‌ها

20.1001.1.20080441.1401.16.3.14.0

موضوعات

رویکردهای نوین آموزشی

عنوان مقاله [English]

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

نویسنده [English]

V.S. Vahedi

Department of English Language, Qaenat Branch, Islamic Azad University, Qaenat, Iran

چکیده [English]

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.

کلیدواژه‌ها [English]

Flipped teaching
Learning strategies
Speaking proficiency
Self-regulation

COPYRIGHTS
©2022 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.

مراجع

[1] Karimi S, Nasr A, Sharif M. [University challenges in compiling of the suitable content with competencies of lifelong learner]. Journal of Research in Curriculum Planning. 2016;13(23):14-26. Persian

[2] Evseeva A, Solozhenko A. Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences. 2015;206: 205-209.

[3] Lage MJ, Glenn J, Michael T. Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education. 2000;31 (1): 30–43.

[4] Kheirabadi R. The effect of reverse classroom strategy on learning the grammar of the tenth grade English language course. Quarterly Journal of Educational Innovations. 1396; 64(16).

[5] Graham CR. Blended learning systems. The handbook of blended learning. San Francisco, CA: Pfeiffer Publishing. 2006.

[6] Bächtold M. What do students “construct” according to constructivism in science education? Research in Science Education. 2013; 43:2477–2496.

[7] Johnson LW, Renner J D. Effect of the flipped classroom model on a secondary computer applications course: student and teacher perceptions, questions and student achievement [Dissertation]. College of Education and Human Development of the University of Louisville; 2012.

[8] Bergmann J, Sams A. Flipped learning: Gateway to student engagement. Toronto: International Society for Technology in Education; 2014.

[9] Oxford R. Use of language learning strategies: A synthesis of studies with implications for teacher training. System. 1989; 17: 235-47.

[10] O'Malley JM, Chamot AU. Learning strategies in second language acquisition. Cambridge: Cambridge University Press. 1990.

[11] Fardanesh H. Theoretical foundations of educational technology. Tehran: Dana Publishing; 1998.

[12] Dembo MH. Applying educational psychology (5 th Ed). New York: Long- man; 1994.

[13] Saif AA. Educational psychology (psychology of learning and teaching). Tehran: Agah; 1385.

[14] Zimmerman BJ. A social cognitive view of self- regulated learning and academic learning. Journal of Educational Psychology. 1989; 18:329-339.

[15] Zimmermman BJ. Provider of effective self- regulated learning. Research data bases. 2002.

[16] Chamot AU. Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics. 2005; 25:112-130.

[17] Wharton G. Language learning strategy use of bilingual foreign language learner in Singapore. Language Learning. 2002; 50(2):203–243.

[18] Panahandeha E, Esfandiari Asl Sh. The effect of planning and monitoring as metacognitive strategies on Iranian EFL learners' argumentative writing accuracy. Procedia - Social and Behavioral Sciences. 2014;(98): 1409 – 1416.

[19] Vandergrift L. Orchestrating strategy use: Towards a model of the skilled L2 listener. Language Learning. 2003; 53: 461-494.

[20] Bishop JL, Verleger MA. The flipped classroom: A survey of the research. In ASEE National Conference Proceedings: 2013; Atlanta, GA.

[21] Basal A. The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education. 2015;16(4):28–37.

[22] Abaeian H, Samadi, L. The effect of flipped classroom on Iranian EFL learners’ L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research. 2016; 3(6): 295–304.

[23] Ahmad SZ. The flipped classroom model to develop Egyptian EFL students’ listening comprehension. English Language Teaching. 2016; 9(9):166.

[24] Warden, A. Investigating the use of a flipped approach to grammar input in an English as a foreign language classroom [master’s thesis]. University of Chichester, UK; 2016.

[25] Haghighi H, Jafarigohar M, Khoshsima H, Vahdany F. Impact of flipped classroom on EFL learners’ appropriate use of refusal: Achievement, participation, perception. Journal of Computer Assisted Language Learning. 2018; 32(3): 261-293.

[26] Zarrinfard Sh, Rahimi M, Mohseni A. The Impact of flipped classroom on learning outcome in a general English course: grammar and vocabulary gains in focus. International Journal of Foreign Language Teaching and Research. 2021; 9 (38), 65-80.

[27] Amiryousefi M. The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching. 2019; 13(2):147-161.

[28] Farsi Sh, Zoghi M, Davatgari Asl H. The effect of flipped language teaching on EFL learners’ text comprehension: learners’ English proficiency level in focus. Journal of Language and Translation. 2020; 10(4): 49-57.

[29] Sidky G. The flipped classroom enhances students' speaking skills. Teaching Methodology Journal. 2019; 2(2): 22-50.

[30] Zarrinabadi N, Ebrahimi A. Increasing peer collaborative dialogue using a flipped classroom strategy. Innovation in Language Learning and Teaching. 2019; 13(3): 267-276.

[31] Ibrahim A H, Yusoff Z S. Teaching public speaking in a blended learning environment. International Journal of Social Science and Humanity. 2012;2(6): 573–576.

[32] Shieh W. Hotel Employees’ Perception on Their Workplace English Use. US-China Foreign Language.2012; 10:1729-1733.

[33] Wu W, Hsieh J, Yang J. Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society. 2017; 20(2):142- 157.

[34] Singh Ch, Singh H, Singh T, Ja'afar H, Abdullah M, Mostafa N, Zamri M. Flipped classroom approach for improving speaking skills of TVET trainees. International Journal of Applied Linguistics & English Literature. 2018; 7(7): 27-39.

[35] Fauzi A. The in-class flip model in teaching speaking: improving elementary students' skill and learning process. Indonesian Journal of Educational Research and Review. 2020; 3(2): 64-71.

[36] Kadivar P. Investigating the contribution of self-efficacy, self-governance and intelligence beliefs in students' academic achievement, in order to provide a model for optimal learning. Research project of the Education Research Institute. 1385.

[37] Talebzadeh Nobarian, M, Abolghasemi M, Ashourinejad f, Mousavi H. Investigating the structural relationships of self-concept, self-regulated learning and students' academic success. Quarterly Journal of Psychological Methods and Models. 1391; 1 (4): 59-7.

[38] Prince M. Does active learning work? A review of the research. Journal of Engineering Education. 2004; 93(3): 223-231.

[39] Yang SC, Chen YJ. Technology-enhanced language learning: A case study. Computers in Human Behavior. 2007; 23(1): 860-879.

[40] Torp L,Sage S. Problems as Possibilities: Problem-Based Learning for K-12 Education. Alexandria, VA: Association for Supervision and Curriculum Development; 1998.

[41] Aburezeq I M. The impact of flipped classroom on developing Arabic speaking skills. Asia-Pacific Education Researcher.2019; 29:295-306.

[42] Sudarmaji I, Anwar A, Mulyana A. Developing students' speaking skills through flipped classroom model on high school students. Journal of English Education and Teaching (JEET). 2021; 5(2): 188-200.

[43] Sadaghiani S. Overcoming Dyslexia. New York: Alfred A: Knopf; 2012.

[44] Demetry C. Work in progress—An innovation merging “classroom flip” and team-based learning. IEEE Frontiers in Education Conference (FIE), IEEE: 2010.

[45] Davies RS, Dean DL, Ball N. Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development. 2013; 61(4): 563-580.

[46] Soltanpour F, Valizadeh M. A flipped writing classroom: effects on EFL learners’ argumentative essays. Advances in Language and Literary Studies. 2018; 9(1): 5-13.

[47] Piri M, Sahebyar H, Sadollahi A. [The effect of flipped classroom on self-directed learning in English language classes course]. Journal of Technology of Education. 2018; 12(3): 229-236. Persian.

[48] Stewart D, McWhirter J, Rowe F, Stewart, D, Patterson, C. Promoting school connectedness through whole school approaches. Health Education. 2007;107(6): 524-542.

[49] Man-Chih A. The effect of the use of self-regulation learning strategies on college student's performance and satisfaction in physical education[dissertation]. Australian Catholic University: Australia; 2006.

[50] Nikos M, Gorge P. Students motivational beliefs self-regulation strategies use, and mathematics achievement. Group for the psychology of mathematics Education. 2005; 3:321-328.

[51] Kaviani H, liaaghtdar M, Zamani BE, Abedini J. [Synthesis of reverse learning outcomes in learning activities]. Scientific-Research Journal of Educational Technology. 2017; 12 (2):145-166. Persian.

[52] Kaviani H, liaaghtdar M, Zamani BE, Abedini J. [Flipped learning process: Representation of the curriculum experienced in higher education]. Two Quarterly Journal of Higher Education Curriculum Studies. 2017; 8 (15):179-214. Persian.

[53] Esmaeilifar MS, Taghvai Yazdi M, Niyaz Azari K. The impact of the reverse classroom approach on the feelings of elementary school students. National Conference on Arts Studies and Humanities Research: 2015; Tehran, Iran.

[54] Mohammadifar P, Malekiyan F. The impact of cognitive and metacognitive strategies on students' self-regulation and motivation. Proceedings of Second International Conference on New Research in Science and Technology. 2020; 55-71.

[55] Saeid N, Alinejad M, Godarzi M. [The effects of cognitive and meta-cognitive strategies training on self-directed learning readiness]. Health Journal. 1394; 6(1): 39-47. Persian.

[56] Kazami H, Omidinajafabadi M. [Effective factors on students' self-directed learning readiness]. Journal of Agricultural Extension and Education. 2012;4(5):19-26.Persian.

نامه به سردبیر

سر دبیر نشریه فناوری آموزش، با تواضع انتشار نامه های واصله از نویسندگان و خوانندگان و بحث در سامانه نشریه را ظرف 3 ماه از تاریخ انتشار آنلاین مقاله در سامانه و یا قبل از انتشار چاپی نشریه، به منظور اصلاح و نظردهی امکان پذیر نموده است.، البته این شامل نقد در مورد تحقیقات اصلی مقاله نمی باشد.

توچه به موارد ذیل پیش از ارسال نامه به سردبیر لازم است در نظر گرفته شود:

[1]نامه هایی که شامل گزارش از آمار، واقعیت ها، تحقیقات یا نظریه ها هستند، لازم است همراه با منابع معتبر و مناسب باشند، اگرچه ارسال بیش از زمان 3 نامه توصیه نمی گردد

[2] نامه هایی که بجای انتقاد سازنده به ایده های تحقیق، مشتمل بر حملات شخصی به نویسنده باشند، توجه و چاپ نمی شود

[3] نامه ها نباید بیش از 300 کلمه باشد

[4] نویسندگان نامه لازم است در ابتدای نامه تمایل یا عدم تمایل خود را نسبت به چاپ نظریه ارسالی نسبت به یک مقاله خاص اعلام نمایند

[5] به نامه های ناشناس ترتیب اثر داده نمی شود

[6] شهر، کشور و محل سکونت نویسندگان نامه باید در نامه مشخص باشد.

[7] به منظور شفافیت بیشتر و محدودیت حجم نامه، ویرایش بر روی آن انجام می پذیرد.