چکیده

Technology use is the backbone of any literacy success in the digital age without which information exchange, international communications and access to resources would be impossible. The application of this asset in classroom setting paves the way to better learning, enabling individual learners to keep pace with their own learning and access information without boundaries of time and place; blended learning is a tenet of this phenomenon which is recently practiced in language learning classes under the name “flipped classroom”. The aim of the present study was to implement this practice and inspect whether or not there was a significant difference between a flipped and a traditional classroom. Therefore, 90 intermediate English language learners were randomny grouped into two groups where Group A followed a routine and Group B followed a flipped classroom instruction, respectively. Both courses were held for 24 sessions, twice a week and lasted for three months. Twenty-two lesson related listening files, videos and language games were shared online with Group B learners so that they could practice them the way they opted to while the same files were practiced in class with Group A. Group discussions and procedures were practiced the same way for both groups. All leaners sat a comprehensive exam and were interviewd about their progress.AS the results revealed, there was a significant difference between the two groups (p= 0.03) with Group B outperforming the other besides being more motivated and confident working collaboratively in class with a deeper level of understanding and remembering.

کليدواژه ها

flipped classroom, EFL learners, collaboration,motivation

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Fatemeh Zununi Vahed , 1398 , Flipped English Classroom, a Harbinger of Succes, Motivation and Self-paced learning , اولين کنفرانس بين المللي مطالعات زبان انگليسي