نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانش‌آموختۀ دکتری آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه فردوسی مشهد، مشهد، ایران
2 استاد آموزش زبان انگلیسی، دانشکدۀ ادبیات و زبان‌های خارجه، دانشگاه علامه طباطبائی تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Abstract This study explored the impact of two instructional methods on English language learning: traditional teaching (in-class instruction with homework) and flipped learning (home-based instruction with classroom practice). Using a mixed-methods design, data were collected from 72 tenth-grade female students in Tehran, divided into control and experimental groups. The analysis showed no significant difference in academic performance between pre- and post-test scores, suggesting flipped learning did not directly impact academic achievement. However, qualitative findings revealed that students in the flipped classroom demonstrated more active participation and a greater interest in digital resources. They appreciated the ability to review materials at their own pace before class, which reduced anxiety and enhanced classroom readiness. Although flipped learning did not improve academic scores, it promoted active learning, interaction, and the development of metacognitive skills. These findings offer valuable insights for educators and researchers interested in modern teaching methods.Keywords:Flipped learning; Traditional instruction; English language teaching; Academic performance; Metacognitive skills
کلیدواژه‌ها [English]
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