آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 116 |
| تعداد مقالات | 1,333 |
| تعداد مشاهده مقاله | 1,336,452 |
| تعداد دریافت فایل اصل مقاله | 1,268,884 |
Flipped Instruction and Its Potential to Control Foreign Language Classroom Anxiety Through Shad Application | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 2، دوره 13، شماره 1، تیر 2025، صفحه 1-19 اصل مقاله (630.65 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.29687.1681 | ||
| نویسندگان | ||
| Mahmoud Nabilou1؛ Abbas Ali Zarei* 2 | ||
| 1MA in ELT, Imam Khomeini International University, Qazvin, Iran | ||
| 2Professor of TEFL, Department of English, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran | ||
| چکیده | ||
| Flipped instruction has been shown to be effective in improving learning. However, this improvement might come at a cost. Since the responsibility for preparing is shifted to students, there is also a risk of augmenting learners’ anxiety. This study was an attempt to check the effects of flipped instruction through shad application on foreign language classroom anxiety among Iranian English learners. 120 male pre-intermediate English language learners constituted the main participants of this study. The participants were randomly assigned to one control and three experimental groups based on their performance on an Oxford Placement Test (OPT). The instruction provided for the control group was conventional instruction while the first experimental group received traditional flipping, the second group received demonstration-based instruction, and the third experimental group received double-flipped instruction for eight sessions, each lasting for 45 minutes. Data collection was done using pretests and posttests of foreign language classroom anxiety (FLCA); the results of ANCOVA revealed that all the three types of flipped learning had more positive effects than conventional instruction on reducing the learners’ anxiety level; however, there were no meaningful differences among the three types of flipping. The results of this study might be valuable for English learners and teachers, materials writers, and curriculum developers. The choice of the right kind of teaching materials and instructional techniques can help reduce learners’ anxiety. | ||
| کلیدواژهها | ||
| Flipped instruction؛ Foreign language classroom anxiety؛ Shad application | ||
| مراجع | ||
|
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, 16(01), 94–108. https://doi.org/10.3991/ijet.v16i01.16955
Asadzadian, F., & Asadzadian, G. (2019). Canonical analysis of the relationship between personality traits and attitude with motivation and EFL learners’ written production task. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 7 (2), 135-154. https://doi.org/10.22049/jalda.2019.26631.1140
Aydin, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, 30(1), 421-444.
Chen, M. R. A., & Hwang, G. J. (2020). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environments, 30(9), 1619–1639. https://doi.org/10.1080/10494820.2020.1734626
Dinçer, 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
Gawi, E. M. K. (2020). The impact of foreign language classroom anxiety on Saudi male students’ performance at Albaha University. Arab World English Journal, 11(2), 258–274. http://dx.doi.org/10.24093/awej/vol11no2.18
Gok, D., Bozoglan, H., & Bozoglan, B. (2021): Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning, 36(4), 840-860. http://dx.doi.org/10.1080/09588221.2021.1950191
Goodwin, B., & Miller, K. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78–80.
Gustian, K., Aridah, A., & Rusmawaty, D. (2023). The benefits of flipped classroom model for EFL learners. Journal on Education, 5(4), 13918-13935. https://doi.org/10.31004/joe.v5i4.2411
Han, S., Li, Y., & Haider, S. A. (2022). Impact of foreign language classroom anxiety on higher education students’ academic success: mediating role of emotional intelligence and moderating influence of classroom environment. Frontiers in Psychology, 13, 945062. https://doi.org/10.3389/fpsyg.2022.945062
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
Kim, J. E., Park, H., Jang, M., & Nam, H. (2017). Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260–284. http://dx.doi.org/10.1111/flan.12260
MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513–534. https://psycnet.apa.org/doi/10.1111/j.1467-1770.1991.tb00691.x
Mahboudi, H.R. (2019). A comparative study of test anxiety between students of biological sciences and humanities at university college of Rub-bi Rashid. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 7 (2), 155-165. https://doi.org/10.22049/jalda.2019.26682.1152
Parvaneh, H., Zoghi, M., & Asadi, N. (2022). Effect of the flipped classroom approach and language proficiency on learner autonomy and foreign language anxiety. International Journal of Foreign Language Teaching and Research, 10(41), 77-88.
Rajabi, P., Mahmoodi, K., & Hosseini, S. A. (2021). Flipped classroom model and its impact on Iranian EFL learners’ classroom anxiety and listening performance. Computer-Assisted Language Learning Electronic Journal, 22(3), 1-16.
Razak, N. A., Yassin, A. A., & Maasum, T. N. R. B. T. M. (2017). Effect of foreign language anxiety on gender and academic achievement among Yemeni university EFL students. English Language Teaching, 10(2), 73-85. https://doi.org/10.5539/elt.v10n2p73
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family & Consumer Sciences, 105(2), 44–49. https://doi.org/10.14307/JFCS105.2.12
Sahoo, P. K., & Sinha, S. (2020). Role of anxiety in speaking skills: An exploratory study. Strength for Today and Bright Hope for Tomorrow, 20(2), 58–61.
Zarei, A. A., & Rahmaty, H. (2021). The effects of interventionist and interactionist dynamic assessment on EFL students’ perfectionism, willingness to communicate, and foreign language anxiety. International Journal of Language Testing, 11(2), 13-33. https://civilica.com/doc/1289891 | ||
|
آمار تعداد مشاهده مقاله: 1,305 تعداد دریافت فایل اصل مقاله: 35 |
||