Using Flipped Classroom Strategy to Improve EFL Student Teachers' Acquisition of CALL Technological Terms
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: | جامعة أسيوط - كلية التربية |
| المؤلف الرئيسي: | Abdallah, Mahmoud Mohammad Sayed (Author) |
| مؤلفين آخرين: | Alshaye, Rasha A. A. (Co-Author) |
| المجلد/العدد: | مج40, ع2 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2024
|
| الشهر: | فبراير |
| الصفحات: | 1 - 60 |
| ISSN: |
1110-2292 |
| رقم MD: | 1460499 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Computer-Assisted Language Learning (CALL) | Computer Literacy | EFL Teacher Education | English Language Learning | Flipped Classroom | Senior EFL Student Teachers | Technological Terms
|
| رابط المحتوى: |
عدد مرات التحميل
6
| المستخلص: |
This study investigates the effectiveness of implementing a flipped classroom strategy/model in teaching a Computer-Assisted Language Learning (CALL) course to senior EFL student teachers. Characterized by pre-class online content delivery and in-person interactive activities, the flipped classroom strategy was explored in terms of its impact on students' acquisition and application of technological terms in language teaching/learning contexts. Using a quasi-experimental design, two randomly selected groups of senior EFL student teachers studying a CALL course at Assiut University underwent pre and post-tests to assess the influence of the flipped classroom on technological terms proficiency. The participants were randomly assigned to an experimental group (n =50) exposed to the flipped classroom model and a control group (n =50) following traditional methods. Post-test results indicated superior performance in the experimental group, highlighting the positive influence of the flipped classroom. A questionnaire revealed favourable perceptions in the experimental group, emphasising its efficacy in enhancing engagement, motivation, autonomy, collaboration, and content comprehension within the CALL course. Additionally, semi-structured interviews with a subset of the experimental group (n =15) identified specific benefits, including deeper engagement with CALL content, facilitated collaborative learning, and increased motivation and confidence in using technological terms. This study concludes that the flipped classroom is a promising strategy for senior EFL student teachers in the CALL course, offering practical implications and recommendations for its successful integration. |
|---|---|
| ISSN: |
1110-2292 |
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