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THE EFFECT OF ENGLISH COURSE DESIGNED BY FLIPPED LEARNING MODEL ON STUDENTS’ ENGAGEMENT, ANXIETY AND ATTITUDE

Yıl 2022, Sayı: 56, 210 - 227, 27.12.2022
https://doi.org/10.17498/kdeniz.1209629

Öz

In the current study, it was aimed to examine the effect of the Vocational Foreign Language- English course, designed with the flipped learning model, on the engagement, anxiety and attitude of the students attending the Department of Physical Education at a Faculty of Sport Sciences. The study was carried out using a single-group pretest-posttest experimental design. The study group is comprised of 45 undergraduate students attending the Department of Physical Education at a Faculty of Sport Sciences of a state university. In the study, three data collection tools were used; the Scale of Attitudes towards English, the English Lesson Anxiety Scale and the Engagement Scale. The Dependent Samples T-test was used to determine whether there is a significant difference between the pre-test and post-test scores of the students. In the study, it was concluded that the Vocational Foreign Language English course, which was carried out by using the flipped learning model, was effective in reducing the anxiety of the students attending the Department of Physical Education, in increasing their engagement and in developing their attitudes towards the course. An important limitation of this study is that it was conducted on a single group. In the future, carrying out experimental studies involving experimental and control groups on the relevant subject will lead to stronger methodological results. In this study, the effect of flipped learning on three basic variables was examined. In future studies, the effect of flipped learning on students’ cognitive abilities such as higher-order thinking, problem solving and creative thinking or different affective characteristics such as motivation can be examined.

Kaynakça

  • ABDULLAH, M.Y., HUSSIN, S., & ISMAIL, K. (2021). Does flipped classroom model affect efl learners’ anxiety in english speaking performance? International Journal of Emerging Technologies in Learning (iJET), 16(01), 94–108. https://doi.org/10.3991/ijet.v16i01.16955
  • AIKEN, L. R. (1979). Attitudes toward maths and science in Iranian schools. School Science and Maths, 79(3), 229-234. https://doi.org/10.1111/j.1949-8594.1979.tb09490.x
  • ALPAR, D., BATDAL, G., & AVCI, Y. (2007). Öğrenci merkezli eğitimde eğitim teknolojileri uygulamaları. HAYEF Journal of Education, 4(1), 19-31. Retrieved March 3, 2022, from https://dergipark.org.tr/tr/pub/iuhayefd/issue/8786/109853
  • AYDIN, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes. [Doctoral dissertation, Anadolu University]. Council of Higher Education Thesis Center.
  • CHEN, Y., WANG, Y. & KINSHUK CHEN, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. https://doi.org/10.1016/j.compedu.2014.07.004
  • CHRISTENSEN, L. B., JOHNSON, R. B., & TURNER, L.A. (2020). Araştırma yöntemleri desen ve analiz. (A. Aypay, Trans.). Anı Publishing.
  • CRESWELL, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • ÇİĞDEMOĞLU, C. & ARSLAN, H.Ö. (2015, May 13-15). A Content Analysis of Intervention Research on Flipped Classroom. [Paper presentation]. The International Congress on Education for the Future: Issues and Challenges, Ankara, Turkey.
  • DİNÇER, N. & POLAT, M. (2022). The use of flipped learning in EFL grammar instruction. Asian Journal of Distance Education, 17(1), 88-108. https://doi.org/10.5281/zenodo.6460785
  • DOVE, A. (2013, Mar 25). Students’ perceptions of learning in a flipped statistics class. Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 393-398). Association for the Advancement of Computing in Education (AACE).
  • ERYILMAZ, A. (2014). Üniversite Öğrencileri İçin Derse Katılım Ölçeklerinin Geliştirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(2), 203-214. https://doi.org/10.12780/UUSBD356
  • FARRAH, M., & QAWASMEH, A. (2018). English students' attitudes towards using flipped classrooms in language learning at Hebron University. Research in English Language Pedagogy, 6(2), 275-294. https://doi.org/10.30486/relp.2018.542708
  • FARSI, Sh., ZOGHI, M., & DAVATGARI, H. (2022). The Efficacy of Filiped Language Teaching in Enhancing Iranian EFL Learners’ Awareness of Reading Strategies: Learners’ English Proficiency and Attitude in Focus International Journal of Foreign Language Teaching and Research, 10(42), 23-36. https://doi.org/10.30495/JFL.2022.692607
  • FULTON, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17. Retrieved February 3, 2022, from https://files.eric.ed.gov/fulltext/EJ982840.pdf
  • GOK, D., BOZOGLAN, H. & BOZOGLAN, B. (2021). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety, Computer Assisted Language Learning, https://doi.org/10.1080/09588221.2021.1950191
  • HAMDAN, N., MCKNIGHT, P., MCKNIGHT, K., & ARFSTROM, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Flipped Learning Network/Pearson/George Mason University. Retrieved February 4, 2022, from https://flippedlearning.org/wpcontent/uploads/2016/07/WhitePaper_FlippedLearning.pdf
  • HASAN, M. K., SERAJ, P. M. I., FAKIH, A., & KLIMOVA, B. (2022). Conceptions and Viewpoints of English as a Foreign Language Undergraduate Students towards Flipped Instructed Classroom. Educational Research International, 2022, 1-10. https://doi.org/10.1155/2022/6140246
  • HORWITZ, M. B., & COPE, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(20), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • IVANYTSKA, N., DOVHAN, l., TYMOSHCHUK, N., OSAULCHYK, O., & HAVRYLİUK, N. (2021). Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study. Arab World English Journal, 12 (4), 476-486. https://doi.org/10.24093/awej/vol12no4.31
  • KORKMAZ, S. (2020). The influence of conventional and distance flipped instruction on EFL learners' self-regulation skills and anxiety while teaching speaking skills [Doctoral Dissertation, Hacettepe University]. Hacettepe University Open Access System. Retrieved March 8, 2022, from http://www.openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/23250?locale-attribute=en
  • KURTİPEK, S., GÜNGÖR, N. B., ESENTÜRK, O. K., İLHAN, L., & YENEL, F. (2020). Department of Sports Management with Students' Perspective: A Swot Analysıs. The Journal of Physical Education and Sport Sciences, 18(1), 187-194. https://doi.org/10.33689/spormetre.621704
  • KURTZ, G., TSIMERMAN, A., & STEINER-LAVİ, O. (2014). The flipped-classroom approach: The answer to future learning? European Journal of Open, Distance and E-Learning, 17(2), 172–182. https://doi.org/10.2478/eurodl-2014-0027
  • LONG, T., CUMMINS, J., & WAUGH, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, 29, 179-200. https://doi.org/10.1007/s12528-016-9119-8
  • NAYIR, F. (2015). The Relationship between Students' Engagement Level and Their Attitudes Toward School. The Anthropologist, 20(1-2), 50-61. https://doi.org/10.1080/09720073.2015.11891723
  • OKER, D., & TAY, B. (2020). Hayat bilgisi dersi tutum ölçeğinin geliştirilmesi ve öğrencilerin hayat bilgisi dersine yönelik tutumları. Kalem Eğitim ve İnsan Bilimleri Dergisi, 10(2), 731-756. https://doi.org/10.23863/kalem.2020.173
  • ÖZGÜR, S. T. (2003). Use of language learning strategies in relation to student characteristics at Başkent University. [Master of Science, Middle East Technical University]. Retrieved April 2, 2022, from https://open.metu.edu.tr/handle/11511/13428 PACE, M. (2021, Nov 11-12). Language Learning and Vocational Education and Training (VET). Challenges and Prospects [Paper presentation]. Innovation in Language Learning, Firenze, Italy. https://doi.org/10.26352/FY11_2384-9509
  • PAN, H., XIA, F., KUMAR, T., LI, X., & SHAMSY, A. (2022). Massive open online course versus flipped ınstruction: impacts on foreign language speaking anxiety, foreign language learning motivation, and learning attitude. Frontiers in Psychology, 13, 1-11. https://doi.org/10.3389/fpsyg.2022.833616
  • PAN, V. L., & AKAY, C., (2015). Eğitim fakültesinde yabancı dil dersi alan öğrencilerin yabancı dil dersine yönelik tutumlarının ve sınıf kaygılarının incelenmesi. Elektronik Sosyal Bilimler Dergisi, 14(55), 79-97. https://doi.org/10.17755/esosder.14574
  • PRASHAR, A. (2015). Assessing the flipped classroom in operations management: A pilot study. Journal of Education for Business, 90(3), 126–138. https://doi.org/10.1080/08832323.2015.1007904
  • ROMERO-GARCÍA, C., BUZÓN-GARCÍA, O., & TOURON, J. (2018). The flipped learning model in online education for secondary teachers. Journal of Technology and Science Education, 9(2), 109-121. https://doi.org/10.3926/jotse.435
  • SARACALOĞLU, A., & VAROL, S. (2007). The Relationship Between Foreign Language Achievement, Academic Self-Concept, And Attitudes Towards Foreign Languages Of Prospective Physical Education Teachers. Journal of Theory and Practice in Education, 3(1), 39-59. Retrieved February 8, 2022, from http://eku.comu.edu.tr/index/3/1/ssaracaloglu_rvarol.pdf
  • THE COUNCIL OF HIGHER EDUCATION. (2010). National Qualifications Framework for Higher Education in Turkey. Retrieved February 8, 2022, from http://tyyc.yok.gov.tr/?pid=31&dil=eng
  • TIMECHBACHE, I. (2020). An Investigation on the EFL Learners’ Attitude towards the Use of the Flipped Classroom Model in Enhancing their Grammar Learning The Case of First Year Students of English in Biskra University [ Master of Science, Mohamed Khider University – Biskra]. University of Biskra Repository. Retrieved March 2, 2022, from http://archives.univ-biskra.dz/handle/123456789/16151
  • WIRTH, K. R. & PERKINS, D. (2013, Dec 17). Learning to Learn. Retrieved February 10, 2022, from https://macalester.edu/academics/geology/wirth/learning.doc
  • WRIGHT, A., GREENFIELD, G., & HIBBERT, P. (2017). Flipped tutorials in business courses. In The flipped classroom (pp. 289–307). Springer.
  • ZEIDNER, M., & MATTHEWS, G. (2010). Anxiety 101. Springer Publishing Company. Retrieved January 10, 2022, from https://books.google.com.tr/books?hl=tr&lr=&id=sKMBMud9PSEC&oi=fnd&pg=PR4&dq=Zeidner,+M.,+26+Matthews,+G.+(2010).+Anxiety+101.+Springer+Publishing+Company.&ots=SDHxUbBcD_&sig=dN4Mrcs2EHNLNr4oFV9J2rtBnU&redir_esc=y#v=onepage&q=Zeidner%2C%20M.%2C%20%26%20Matthews%2C%20G.%20(2010).%20Anxiety%20101.20Springer%20Publishing%20Company.&f=false
  • ZHENG, Y. (2008). Anxiety and Second/Foreign Language Learning Revisited. Canadian Journal for New Scholars in Education, 1(1), 1-12. Retrieved January 2, 2022, from https://files.eric.ed.gov/fulltext/ED506736.pdf

TERS YÜZ ÖĞRENME MODELİYLE TASARLANAN İNGİLİZCE DERSİNİN ÖĞRENCİLERİN KATILIMINA, KAYGILARINA VE TUTUMLARINA ETKİSİ

Yıl 2022, Sayı: 56, 210 - 227, 27.12.2022
https://doi.org/10.17498/kdeniz.1209629

Öz

Bu çalışmada, Ters Yüz Öğrenme Modeli ile tasarlanan Mesleki Yabancı Dil-İngilizce dersinin spor bilimleri Fakültesi, Beden Eğitimi Anabilim Dalına devam eden öğrencilerin katılım, kaygı ve tutumları üzerindeki etkisinin incelenmesi amaçlanmıştır. Çalışma, tek grup ön test - son test deneysel tasarımı kullanılarak gerçekleştirilmiştir. Çalışma grubu, bir devlet üniversitesinin Spor Bilimleri Fakültesi Beden Eğitimi Bölümüne devam eden 45 lisans öğrencisinden oluşmaktadır. Çalışmada üç veri toplama aracı kullanılmıştır. Bunlar İngilizceye Yönelik Tutum Ölçeği, İngilizce Dersi Kaygısı Ölçeği ve Katılım Ölçeğidir. Öğrencilerin test öncesi ve test sonrası puanları arasında anlamlı bir fark olup olmadığını belirlemek için Bağımlı Örneklem T-testi kullanılmıştır. Çalışmada, ters yüz öğrenme modeli kullanılarak gerçekleştirilen Mesleki Yabancı Dil ingilizce dersinin Beden Eğitimi Anabilim Dalına devam eden öğrencilerin kaygılarını azaltmada, katılımlarını artırmada ve derse yönelik tutumlarını geliştirmede etkili olduğu sonucuna varılmıştır. Bu çalışmanın önemli bir sınırlılığı tek grup üzerinde yapılmış olmasıdır. Gelecekte ilgili konuda deney ve kontrol gruplarını içeren deneysel çalışmaların yapılması daha güçlü metodolojik sonuçların ortaya konmasını sağlayacaktır. Bu çalışmada ters yüz öğrenmenin öğrencilerin katılımı, kaygı durumları ve tutumları olmak üzere üç temel değişken üzerindeki etkisi incelenmiştir. İleride yapılacak çalışmalarda ters yüz öğrenmenin öğrencilerin üst düzey düşünme, problem çözme ve yaratıcı düşünme gibi bilişsel yetenekleri veya motivasyon gibi farklı duyuşsal özellikleri üzerindeki etkisi incelenebilir.

Kaynakça

  • ABDULLAH, M.Y., HUSSIN, S., & ISMAIL, K. (2021). Does flipped classroom model affect efl learners’ anxiety in english speaking performance? International Journal of Emerging Technologies in Learning (iJET), 16(01), 94–108. https://doi.org/10.3991/ijet.v16i01.16955
  • AIKEN, L. R. (1979). Attitudes toward maths and science in Iranian schools. School Science and Maths, 79(3), 229-234. https://doi.org/10.1111/j.1949-8594.1979.tb09490.x
  • ALPAR, D., BATDAL, G., & AVCI, Y. (2007). Öğrenci merkezli eğitimde eğitim teknolojileri uygulamaları. HAYEF Journal of Education, 4(1), 19-31. Retrieved March 3, 2022, from https://dergipark.org.tr/tr/pub/iuhayefd/issue/8786/109853
  • AYDIN, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes. [Doctoral dissertation, Anadolu University]. Council of Higher Education Thesis Center.
  • CHEN, Y., WANG, Y. & KINSHUK CHEN, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. https://doi.org/10.1016/j.compedu.2014.07.004
  • CHRISTENSEN, L. B., JOHNSON, R. B., & TURNER, L.A. (2020). Araştırma yöntemleri desen ve analiz. (A. Aypay, Trans.). Anı Publishing.
  • CRESWELL, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • ÇİĞDEMOĞLU, C. & ARSLAN, H.Ö. (2015, May 13-15). A Content Analysis of Intervention Research on Flipped Classroom. [Paper presentation]. The International Congress on Education for the Future: Issues and Challenges, Ankara, Turkey.
  • DİNÇER, N. & POLAT, M. (2022). The use of flipped learning in EFL grammar instruction. Asian Journal of Distance Education, 17(1), 88-108. https://doi.org/10.5281/zenodo.6460785
  • DOVE, A. (2013, Mar 25). Students’ perceptions of learning in a flipped statistics class. Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 393-398). Association for the Advancement of Computing in Education (AACE).
  • ERYILMAZ, A. (2014). Üniversite Öğrencileri İçin Derse Katılım Ölçeklerinin Geliştirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(2), 203-214. https://doi.org/10.12780/UUSBD356
  • FARRAH, M., & QAWASMEH, A. (2018). English students' attitudes towards using flipped classrooms in language learning at Hebron University. Research in English Language Pedagogy, 6(2), 275-294. https://doi.org/10.30486/relp.2018.542708
  • FARSI, Sh., ZOGHI, M., & DAVATGARI, H. (2022). The Efficacy of Filiped Language Teaching in Enhancing Iranian EFL Learners’ Awareness of Reading Strategies: Learners’ English Proficiency and Attitude in Focus International Journal of Foreign Language Teaching and Research, 10(42), 23-36. https://doi.org/10.30495/JFL.2022.692607
  • FULTON, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17. Retrieved February 3, 2022, from https://files.eric.ed.gov/fulltext/EJ982840.pdf
  • GOK, D., BOZOGLAN, H. & BOZOGLAN, B. (2021). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety, Computer Assisted Language Learning, https://doi.org/10.1080/09588221.2021.1950191
  • HAMDAN, N., MCKNIGHT, P., MCKNIGHT, K., & ARFSTROM, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Flipped Learning Network/Pearson/George Mason University. Retrieved February 4, 2022, from https://flippedlearning.org/wpcontent/uploads/2016/07/WhitePaper_FlippedLearning.pdf
  • HASAN, M. K., SERAJ, P. M. I., FAKIH, A., & KLIMOVA, B. (2022). Conceptions and Viewpoints of English as a Foreign Language Undergraduate Students towards Flipped Instructed Classroom. Educational Research International, 2022, 1-10. https://doi.org/10.1155/2022/6140246
  • HORWITZ, M. B., & COPE, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(20), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • IVANYTSKA, N., DOVHAN, l., TYMOSHCHUK, N., OSAULCHYK, O., & HAVRYLİUK, N. (2021). Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study. Arab World English Journal, 12 (4), 476-486. https://doi.org/10.24093/awej/vol12no4.31
  • KORKMAZ, S. (2020). The influence of conventional and distance flipped instruction on EFL learners' self-regulation skills and anxiety while teaching speaking skills [Doctoral Dissertation, Hacettepe University]. Hacettepe University Open Access System. Retrieved March 8, 2022, from http://www.openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/23250?locale-attribute=en
  • KURTİPEK, S., GÜNGÖR, N. B., ESENTÜRK, O. K., İLHAN, L., & YENEL, F. (2020). Department of Sports Management with Students' Perspective: A Swot Analysıs. The Journal of Physical Education and Sport Sciences, 18(1), 187-194. https://doi.org/10.33689/spormetre.621704
  • KURTZ, G., TSIMERMAN, A., & STEINER-LAVİ, O. (2014). The flipped-classroom approach: The answer to future learning? European Journal of Open, Distance and E-Learning, 17(2), 172–182. https://doi.org/10.2478/eurodl-2014-0027
  • LONG, T., CUMMINS, J., & WAUGH, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, 29, 179-200. https://doi.org/10.1007/s12528-016-9119-8
  • NAYIR, F. (2015). The Relationship between Students' Engagement Level and Their Attitudes Toward School. The Anthropologist, 20(1-2), 50-61. https://doi.org/10.1080/09720073.2015.11891723
  • OKER, D., & TAY, B. (2020). Hayat bilgisi dersi tutum ölçeğinin geliştirilmesi ve öğrencilerin hayat bilgisi dersine yönelik tutumları. Kalem Eğitim ve İnsan Bilimleri Dergisi, 10(2), 731-756. https://doi.org/10.23863/kalem.2020.173
  • ÖZGÜR, S. T. (2003). Use of language learning strategies in relation to student characteristics at Başkent University. [Master of Science, Middle East Technical University]. Retrieved April 2, 2022, from https://open.metu.edu.tr/handle/11511/13428 PACE, M. (2021, Nov 11-12). Language Learning and Vocational Education and Training (VET). Challenges and Prospects [Paper presentation]. Innovation in Language Learning, Firenze, Italy. https://doi.org/10.26352/FY11_2384-9509
  • PAN, H., XIA, F., KUMAR, T., LI, X., & SHAMSY, A. (2022). Massive open online course versus flipped ınstruction: impacts on foreign language speaking anxiety, foreign language learning motivation, and learning attitude. Frontiers in Psychology, 13, 1-11. https://doi.org/10.3389/fpsyg.2022.833616
  • PAN, V. L., & AKAY, C., (2015). Eğitim fakültesinde yabancı dil dersi alan öğrencilerin yabancı dil dersine yönelik tutumlarının ve sınıf kaygılarının incelenmesi. Elektronik Sosyal Bilimler Dergisi, 14(55), 79-97. https://doi.org/10.17755/esosder.14574
  • PRASHAR, A. (2015). Assessing the flipped classroom in operations management: A pilot study. Journal of Education for Business, 90(3), 126–138. https://doi.org/10.1080/08832323.2015.1007904
  • ROMERO-GARCÍA, C., BUZÓN-GARCÍA, O., & TOURON, J. (2018). The flipped learning model in online education for secondary teachers. Journal of Technology and Science Education, 9(2), 109-121. https://doi.org/10.3926/jotse.435
  • SARACALOĞLU, A., & VAROL, S. (2007). The Relationship Between Foreign Language Achievement, Academic Self-Concept, And Attitudes Towards Foreign Languages Of Prospective Physical Education Teachers. Journal of Theory and Practice in Education, 3(1), 39-59. Retrieved February 8, 2022, from http://eku.comu.edu.tr/index/3/1/ssaracaloglu_rvarol.pdf
  • THE COUNCIL OF HIGHER EDUCATION. (2010). National Qualifications Framework for Higher Education in Turkey. Retrieved February 8, 2022, from http://tyyc.yok.gov.tr/?pid=31&dil=eng
  • TIMECHBACHE, I. (2020). An Investigation on the EFL Learners’ Attitude towards the Use of the Flipped Classroom Model in Enhancing their Grammar Learning The Case of First Year Students of English in Biskra University [ Master of Science, Mohamed Khider University – Biskra]. University of Biskra Repository. Retrieved March 2, 2022, from http://archives.univ-biskra.dz/handle/123456789/16151
  • WIRTH, K. R. & PERKINS, D. (2013, Dec 17). Learning to Learn. Retrieved February 10, 2022, from https://macalester.edu/academics/geology/wirth/learning.doc
  • WRIGHT, A., GREENFIELD, G., & HIBBERT, P. (2017). Flipped tutorials in business courses. In The flipped classroom (pp. 289–307). Springer.
  • ZEIDNER, M., & MATTHEWS, G. (2010). Anxiety 101. Springer Publishing Company. Retrieved January 10, 2022, from https://books.google.com.tr/books?hl=tr&lr=&id=sKMBMud9PSEC&oi=fnd&pg=PR4&dq=Zeidner,+M.,+26+Matthews,+G.+(2010).+Anxiety+101.+Springer+Publishing+Company.&ots=SDHxUbBcD_&sig=dN4Mrcs2EHNLNr4oFV9J2rtBnU&redir_esc=y#v=onepage&q=Zeidner%2C%20M.%2C%20%26%20Matthews%2C%20G.%20(2010).%20Anxiety%20101.20Springer%20Publishing%20Company.&f=false
  • ZHENG, Y. (2008). Anxiety and Second/Foreign Language Learning Revisited. Canadian Journal for New Scholars in Education, 1(1), 1-12. Retrieved January 2, 2022, from https://files.eric.ed.gov/fulltext/ED506736.pdf

ВЛИЯНИЕ КУРСА АНГЛИЙСКОГО ЯЗЫКА ПО ОБРАТНОЙ МОДЕЛИ ОБУЧЕНИЯ НА УЧАСТИЕ, НАПРЯЖЕННОСТЬ И ОТНОШЕНИЕ СТУДЕНТОВ

Yıl 2022, Sayı: 56, 210 - 227, 27.12.2022
https://doi.org/10.17498/kdeniz.1209629

Öz

Цель нижеследующего исследования, изучить влияние курса профессионального иностранного английского языка, разработанного с использованием обратной модели обучения на участие, озабоченность и отношение к указанному курсу обучения студентов факультета спорта и физического воспитания. Исследование проводилось с использованием одногруппового претестового и посттестового экспериментального плана. Учебная группа состояло из 45 студентов бакалавриата, обучающихся на кафедре физического воспитания факультета спортивных наук одного из государственных ВУЗ-ов. В исследовании использовались три инструмента для подбору данных. Такие, как шкала отношения к английскому языку, шкала напряженности на уроках английского языка и шкала участия. Зависимый выборочный T-критерий использовался для определения значительной разницы между результатами до и после тестирования студентов. В ходе исследования был сделан вывод, что курс профессионального иностранного английского языка, который проводился с использованием обратной модели обучения, был эффективен для студентов отделения физической культуры в снижении напряженности, повышений их активности и улучшении их отношения к лекции. В исследовании ограничивались одной группой. Экспериментальные исследования, с привлечением экспериментальных и контрольных групп по соответствующей тематике в будущем дадут более сильные методологические результаты. В эисследовании изучалось влияние обратного обучения на три основные переменные: участие учащихся, напряженность и их отношение к обучению. В последующих исследованиях можно будет изучить влияние обратного обучения на когнитивные способности учащихся, такие как мышление более высокого порядка, решение проблем и творческое мышление, различные аффективные характеристики, такие как мотивация.

Kaynakça

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Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Dolunay Yılmaz 0000-0001-9785-3584

Nihal Tunca Guclu 0000-0002-8512-7478

Senar Alkın-şahin 0000-0001-6644-8682

Yayımlanma Tarihi 27 Aralık 2022
Gönderilme Tarihi 24 Kasım 2022
Yayımlandığı Sayı Yıl 2022 Sayı: 56

Kaynak Göster

APA Yılmaz, D., Tunca Guclu, N., & Alkın-şahin, S. (2022). THE EFFECT OF ENGLISH COURSE DESIGNED BY FLIPPED LEARNING MODEL ON STUDENTS’ ENGAGEMENT, ANXIETY AND ATTITUDE. Karadeniz Uluslararası Bilimsel Dergi, 1(56), 210-227. https://doi.org/10.17498/kdeniz.1209629