Does Flipped Learning Affect Language Skills and Learning Styles Differently?

Autor/inn/en	Tadayonifar, Mojtaba; Entezari, Mahnaz
Titel	Does Flipped Learning Affect Language Skills and Learning Styles Differently?
Quelle	In: E-Learning and Digital Media, 17 (2020) 4, S.324-340 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tadayonifar, Mojtaba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/2042753020931776
Schlagwörter	Blended Learning; Instructional Effectiveness; Cognitive Style; Language Proficiency; Second Language Learning; English (Second Language); Foreign Countries; Student Improvement; Private Schools; Adolescents; Visual Learning; Speech Skills; Iran + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Cognitive styles; Kognitiver Stil; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Private school; Privatschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Visual education; Visuelles Lernen; Mündliche Leistung; Sprachfertigkeit
Abstract	In recent years, educators have started to use innovative pedagogies in response to the changing trends of language learning towards developing great proficiency, as the conventional approaches could no longer improve proficiency due to the interactive nature of language skills. Therefore, it is believed that the Flipped Learning (FL) approach, as one of these new pedagogies, can be appropriately used to enhance language skills due to its hybrid nature. On the other hand, the existing literature on the efficacy of the FL approach has mostly ignored psychological factors like motivation, personality traits, and learning styles. Thus, the current study aimed to see which learning styles fitted better in the FL approach. Further, it intended to explore which language skill and in which learning style the amount of improvement could be significant. Forty Iranian EFL learners took the PET pre-test and were divided into their preferred learning styles. Then, they underwent the FL approach for a semester. The results of the paired samples T-Test indicated a significant positive improvement in the students' performance in the post-test (t (39) = -7.698, p = 0.000). The results of the One-way ANOVA showed that there were significant differences among learning style groups in favor of the visual style, (F (4, 35) = 2.299, p = 0.034), and Mixed ANOVA results indicated that the most significant difference among skills was found between speaking and writing skills, (F (3, 105) = 8.018, p = 0.000). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01