Exploring the perceptions and experiences of Turkish 9th grade EFL students in the flipped classroom: Findings from a qualitative research study
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, Yabancı Diller Eğitimi Ana Bilim Dalı, Türkiye
Tezin Onay Tarihi: 2024
Tezin Dili: İngilizce
Öğrenci: NERMİN YILDIZ YÜKSEL
Danışman: Gülşah Külekçi
Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
Özet:
In the 21st century,
technology has been widely used in educational settings and become an essential
component of education. Consequently, educators have developed innovative
methods and models by integrating technology into their classrooms to receive
better academic results. Among those innovative methods is the "flipped
classroom," a model combining online and face-to-face learning. In flipped
classrooms, the lecture content is learned at home through pre-recorded videos,
while in the classroom, students engage in tasks to develop skills concerning
the lecture content (Baker, 2000). This study examined the perceptions and
experiences of Turkish 9th grade students who studied English as a foreign
language in a flipped classroom. A qualitative research design in the form of
an intrinsic case study was used to explore the flipped classroom's
effectiveness from the perspective of the 9th grade EFL students. 19 students
from the 9th grade at Menemen Şehit
Ahmet Özsoy Science High School participated in this study in the first
semester of the 2022-2023 academic year. Three data collection tools were
involved in the research: students' journals, teacher's journals–checklists,
and focus group interviews. With the beginning of the implementation of the
flipped English foreign language classes, students kept journals detailing
their experiences in the flipped class. The researcher conducted observations
and kept journals in the implementation process of the flipped class. In
addition, the participants were interviewed during the process, and their
experiences were audio-recorded.
The collected data was
analysed through thematic analysis. The study's findings provided insights into
the influence of the Flipped Classroom Model (FCM) on several aspects of
language learning, including learner independence, motivation, collaborative
abilities, and the creation of effective learning environments. Additionally,
it shed light on the challenges encountered during the implementation of this
model.
The model was considered
a more efficient use of time than traditional classrooms. Transferring content
delivery outside the classroom provided additional time for interactive and
engaging activities. The model positively impacted all of the students'
language skills, with speaking skills demonstrating the most notable improvement.
The students' statements suggest that the FCM promoted active participation and
engagement, changing passive learners into active ones. It was also discovered
that the students found the model more enjoyable and motivating. In addition,
the results indicate that as the students actively took part in tasks that
involved interaction and engaged in group activities, the students'
collaborative skills were promoted.
Furthermore, the students
enjoyed the flexibility of accessing instructional materials, including
pre-recorded video lectures, at their preferred pace in the flipped English
classroom. Nevertheless, the students did report some challenges associated
with the model, such as inadequate preparation, adjusting to the model, and
issues related to poor internet connectivity. Some students initially faced
difficulties in adjusting their study habits and learning approaches. However,
after approximately four weeks, they acquired new skills, such as time
management and self-regulation, enabling them to better adapt to the model.
Lastly, a few students mentioned issues with their internet connection, which
occasionally hindered their access to online learning materials.