An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction

Autor/in	Alsowat, Hamad
Titel	An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction
Quelle	In: Journal of Education and Practice, 7 (2016) 9, S.108-121 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Blended Learning; Thinking Skills; Learner Engagement; Satisfaction; Student Attitudes; Graduate Students; Females; Experimental Groups; Control Groups; Mixed Methods Research; Likert Scales; Questionnaires; Statistical Significance; Pretests Posttests; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Denkfähigkeit; Zufriedenheit; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Weibliches Geschlecht; Likert-Skala; Fragebogen; Saudi-Arabien
Abstract	This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate female students; an experimental group (N = 33) and a control group (N = 34), studying an English course at Taif University, KSA. The study used mixed method design; a pre-post HOTS test was carried out and two 5-Likert scale questionnaires had been designed and distributed; an engagement scale and a satisfaction scale. The findings of the study revealed statistically significant differences between the two groups in HOTS in favor of the experimental group. Also, there was significant difference between the pre and post administration of the engagement scale in favor of the post administration. Moreover, students satisfaction on the (EFL-FCTM) was high. Finally, there were high significant relationships between HOTS and student engagement, HOTS and satisfaction and between student engagement and satisfaction. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01