آموزش همایندهای انگلیسی به زبان آموزان ایرانی با دو روش معکوس و غیرمعکوس: آیا تفاوتی ایجاد می کند؟

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه پیام نور، تهران، ایران

چکیده

این پژوهش به بررسی تأثیر دو روش معکوس و غیرمعکوس بر یادگیری همایندهای انگلیسی توسط زبان‌آموزان ایرانی پرداخته است. در این مطالعه روش شبه‌تجربی به کار گرفته شد و 80 دانش‌آموز ایرانی با استفاده از روش نمونه‌گیری در دسترس انتخاب شدند. سطح مهارت شرکت‌کنندگان و همگنی آن‌ها با استفاده از آزمون تعیین سطح سریع (QPT) مشخص و به گروه‌های آزمایش و کنترل تقسیم شدند. در گروه آزمایش روش معکوس و در گروه کنترل، روش غیرمعکوس سنتی به‌کار گرفته شد. سپس، هر دو گروه در آزمون همایندهای انگلیسی شرکت کردند. برای تجزیه و تحلیل داده ها، از آمار توصیفی، آزمون t مستقل و آزمون تحلیل کوواریانس استفاده شد. نتایج مطالعه نشان داد که عملکرد زبان‌آموزان گروه آزمایش در آزمون همایندها، به طور معناداری بهتر از زبان‌آموزان گروه کنترل بود. بنابراین، به‌کارگیری راهبردهای یادگیری معکوس در برنامه‌های آموزش زبان می‌تواند آموزش واژگان را، به ویژه در حوزه‌های پیچیده‌ای مانند همایند‌ها، تسهیل کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Teaching English Collocations to Iranian Language Learners Using Flipped and Non-Flipped Classes: Does It Make a Difference?

نویسنده [English]

  • Zahra Mahmoudabadi
Assistant Professor, Department of English Languages and Literature, Faculty of Literature and Humanities, Tehran, Iran.
چکیده [English]

This study investigated the impact of flipped and non-flipped learning on the acquisition of English collocations by Iranian EFL learners.In this study,, a quasi-experimental design was employed, and 80 students were selected through convenience sampling. The participants’ proficiency level and homogeneity were determined using the Quick Placement Test (QPT). They were divided into experimental and control groups. The experimental group engaged in flipped classroom activities, while the control group received traditional instruction. The researcher conducted the instructional process, after which both groups participated in a collocation assessment. For data analysis, descriptive statistics, independent t-tests, and analysis of covariance (ANCOVA) were utilized. The results indicated that the performance of the language learners in the experimental group on the collocation test was significantly better than that of the learners in the control group. Therefore, employing flipped learning strategies in language education can facilitate vocabulary instruction, particularly in complex areas such as collocations.

کلیدواژه‌ها [English]

  • Flipped Learning
  • Non-flipped Learning
  • English Collocations
  • Iranian EFL Learners
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