The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes

Autor/inn/en	Al-Harbi, Sarah S.; Alshumaimeri, Yousif A.
Titel	The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes
Quelle	In: English Language Teaching, 9 (2016) 10, S.60-80 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Blended Learning; Technology Uses in Education; Educational Technology; Grammar; Student Attitudes; Secondary School Students; English (Second Language); Second Language Instruction; Cooperative Learning; Comparative Analysis; Experimental Groups; Control Groups; Conventional Instruction; Video Technology; Homework; Scores; Questionnaires; Semi Structured Interviews; Foreign Countries; Quasiexperimental Design; Females; Tests; Likert Scales; Qualitative Research; Statistical Analysis; Pretests Posttests; Saudi Arabia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Grammatik; Schülerverhalten; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Kooperatives Lernen; Hausaufgabe; Fragebogen; Ausland; Weibliches Geschlecht; Examination; Prüfung; Examen; Likert-Skala; Qualitative Forschung; Statistische Analyse; Saudi-Arabien
Abstract	The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on secondary school students' performances, perceptions, and attitudes toward learning English independently. The researcher implemented the flipped classroom strategy by selecting videos based on the students' textbook and uploading those videos on the Edmodo site before each lesson to provide opportunities for active learning interactions. The students of the experimental group (n = 20) were required to watch the videos to learn by themselves and to come to class prepared to ask for clarification, if needed. They also practiced what they had learned under the teacher's supervision by completing collaborative and competitive tasks in groups or pairs. Meanwhile, the control group students (n = 23) received in-class only traditional teaching. They learned the grammatical lessons without the help of any videos. The statistical analysis of the post-test results showed that adopting the flipped classroom strategy appeared to play a role in enhancing the students' grammar performances, as the mean score of the experimental group was higher than that of the control group, but this difference was not statistically significant. The students' responses to a questionnaire and semi-structured interviews indicated that their attitudes' towards using the flipped classroom strategy in the EFL class were positive. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01