The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension

Hashemifardnia, Arash; Namaziandost, Ehsan; Shafiee, Sajad

doi:10.17507/tpls.0806.17

Cited by 41 publications

(37 citation statements)

References 23 publications

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“…Reducing face-to-face lecture-based learning encourages students to study and learn in the classroom through other methods, such as collaborative work or peer education while utilizing technology in flipped teaching (Gilmartin and Moore 2010). With access to learning content outside the class, students can use features such as pause and rewind to privately revisit confounding information (Bergmann and Sams 2012;Doman and Webb 2014;Hashemifardnia et al 2018b). Flexibility and the ability to adapt the learning pace with differences in individual attention were some of their reasons noted for the observed gains of the flipped classroom model (Herreid and Schiller 2013;Muldrow 2013).…”

Section: Review Of Literaturementioning

confidence: 99%

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

2020

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Emerging technologies and mobile devices have enabled improved quality of learning outcomes in the field of language learning. With the opportunities provided by innovative, emerging tools, traditional ways of learning have been enhanced. The flipped classroom is one of the innovative learning models that have appeared in language learning in the last decade. The current study was carried out to investigate the difference that the flipped classroom made on students' self-efficacy and gender. 58 participants with an intermediate proficiency level in English were randomly assigned to one of two conditions: experimental (flipped classroom) and control (traditional) group. The participants employed the Self-Efficacy Survey before and after the intervention of flipped classroom. The results demonstrated a significant increase in selfefficacy scores of the experimental group. When gender was analyzed separately, the females in the experimental group were found to have greater improvements in selfefficacy than their male colleagues in the experimental group when utilizing the flipped classroom practice. In the light of the results, students, especially female students can increase their individual confidence in producing specific or requested performance in language learning while engaged in the flipped classroom.

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Section: Review Of Literaturementioning

confidence: 99%

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

2020

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“…Para desarrollar la comprensión de la lectura, el lector debe crear prácticas donde tiene que relacionar los conocimientos previos con la lectura, identificar ideas principales, establecer conclusiones y formular preguntar en base a lo que han leído. De tal forma que exista reflexión y logre relacionar de manera efectiva la información o conocimientos nuevo con lo que ya posee en su experiencia hasta que comprenda, siendo así que le comprensión es la etapa final de la lectura (Hashemifardnia, Namaziandost, & Shafiee, 2018) METODOLOGÍA La presente investigación es de tipo descriptiva con diseño no experimental, presentándose las variables mediante representaciones gráficas y de cohorte transversal debido a que se efectuó en un solo tiempo, con un muestreo aleatorio…”

Section: Referencial Teóricounclassified

Genially como estrategia para mejorar la comprensión lectora en educación básica

Mejía-Tigre

García-Herrera

Erazo-Álvarez

et al. 2020

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El uso las Tecnologías de la Información y la Comunicación [TIC] son empleadas como un apoyo dentro de la educación, es así que en la actualidad los objetos virtuales de aprendizaje son diseñados con contenidos educativos y la vez empleados como estrategias dentro del proceso de aprendizaje-aprendizaje. En este sentido, el propósito de la presente investigación es analizar de qué manera Genially puede mejorar la comprensión lectora de los estudiantes de educación básica. Metodológicamente de carácter descriptivo con diseño no experimental. Los resultados señalaron que los docentes no hacen uso de la aplicación Genially para mejorar el aprendizaje de la comprensión lectora; es así que se propone que se haga uso de Genially como estrategias en el proceso lector y para lograr motivar el interés de los estudiantes.

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“…Furthermore, based on Krashen's affective filter hypothesis (1982), language acquisition occurs in low-anxiety situations. Foreign language learners with a low affective filter (e.g., anxiety) will attain the language acquisition or comprehension more easily (Hashemifardnia et al 2018;Huang 2001). In the same vein, Krashen (1994) proposed the pleasure hypothesis, arguing that the pleasurable activities are effective and facilitating for language and literacy development.…”

Section: Literature Reviewmentioning

confidence: 99%

Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners

Namaziandost

Nasri

Ziafar

2019

Asian. J. Second. Foreign. Lang. Educ.

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Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners' reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely "i + 1″ (n = 27) and "i-1″ group (n = 27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in "i + 1″ group received reading passages beyond the current level, on the other hand, the "i-1″ group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students' reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of "i + 1″ and "i-1″ groups. The findings showed that the "i + 1″ group significantly outperformed the "i-1″ group (p < .05) on the post-test. Moreover, the findings indicated that "i + 1″ group's motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students' language skills.

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The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension

Cited by 41 publications

References 23 publications

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

Genially como estrategia para mejorar la comprensión lectora en educación básica

Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners

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