THE ATTITUDES OF ENGLISH LANGUAGE LEARNERS’ TOWARD FLIPPED CLASSROOM MODEL
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Tarih
2022
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info:eu-repo/semantics/openAccess
Özet
The present study examined the attitudes of English Language Learners in Flipped
Classroom and provided detailed information about their views on the pre-class
learning materials and activities utilized in this flipped classroom experience. The study
also aimed to investigate the benefits and drawbacks of the model. Lastly, the study
also looked at English Language Learners’ attitudes about the pre-class learning
experience and materials. The present study followed a pre-experimental One Group
Pretest-Posttest research design. There was a four-week intervention of flipped
classroom implementation between the pre-test and the post-test. To obtain these aims
to benefit sequentially from both quantitative and qualitative data collection methods.
The study was conducted with 133 English language learners at the School of Foreign
Languages at Çağ University. The participants of the study were selected through
purposive sampling for collecting quantitative data and through simp random sampling
for collecting qualitative data. The participant students had hybrid education for a
whole year at Çağ University. The results indicated that English Language Learners’
attitudes toward the FC model were mostly negative. However, The participants were
more positive about in-class applied activities, experiential learning, peer learning, and
group learning after FC experience. On the other hand, the problems they faced were
mainly about the absence of immediate feedback from the teacher and the workload of
pre-class preparation. It was discovered that the student and instructors should be
prepared for flipped education in modest increments, and the curriculum should be
meticulously designed to accommodate flipped education.
