چکیده

This study with sequential exploratory study investigated the teachers coaching in the Virtual Reality Game (VRG)-supported flipped classrooms of teaching and learning English for Medical Purposes (EMP). In so doing 280 undergraduates at Medical University of Isfahan who took English for Medical Purposes (EMP) in the spring semester of the academic years 2019-2020 were selected using the design of experiments to learn comprehension skills. Interview along with the assessment of the students comprehension skills and performance were conducted. Analyzing the collected data through a mixed effect linear model it was revealed that the teacher-coached VRG-supported flipped classrooms facilitated the EMP comprehension process and ushered in students outperformance engagement and teacher caring for students collaboration for doing VRGs. It was found that comprehension was facilitated in both instructional-learning contexts and fields as the teachers coached the participants to tackle the learning needs in the mixed disciplinary circles. Qualitative analysis that was conducted on data from the interview revealed that the students perceived that active engagement under the coaching of teachers and support of their peers bear the efficiency of the VRG-supported flipped EMP classrooms EMP comprehension skills was enhanced.

کليدواژه ها

Virtual reality coaching EMP flipped classroom

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سعید خزائی , 1399 , بررسی وابستگی کلاس‌های معکوس مبتنی بر واقعیت مجازی آموزش انگلیسی با اهداف پزشکی به راهبری یاددهنده , بازي های رايانه اي،فرصت ها و چالش ها