The effectiveness of ICT-supported flipped learning in an EFL context: A case of northern Iraq

Frontiers in Psychology

article

Abubakir Muhammad Mahmood¹  Behbood Mohammadzadeh¹ 

[1] ELT Department, Faculty of Education, Cyprus International University

关键词: Flipped learning;    ICT;    academic perfomance;    StudentsAttitudes;    teacher perceptions;   

DOI  :  10.3389/fpsyg.2022.943956

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Flipped Learning is a pedagogical model that leverages technology-enhanced instruction inside and outside of class time to maximize student engagement and learning during class time. This study investigated the effectiveness of ICT-supported Flipped learning in an EFL context in Northern Iraq to contribute to sustainable personalized language learning. The participants were EFL students and teachers of a primary school in Raniyah. The study employed an experimental method to collect student data and a teacher questionnaire. The results indicated that Flipped learning had statistically significant effects on the students’ academic performance and achievement. The mean scores of the post-tests scored higher than that of the pre-test. The mean scores of the EG with (M =89.15) for the fifth grade and (M =81.40) for the sixth grade were much higher than those of the CGs (M =70.40) for the fifth grade and (M =67.40) for the sixth grade which indicated that FL had a statistically great impact on the students’ academic performance and their product improvement. Besides, the results of the t-test showed a significant difference in performance between students in both EGs and CGs; the participants outstripped statistically significant on the post-test (p < 0.05) compared to the pre-test. The majority of the participants’ attitudes were positive towards Flipped learning, and they remarked that it had a significant role in learning compared to the conventional classes. The participant teachers quoted positive views on Flipped learning over traditional classes.

【 授权许可】

CC BY