Flipping in a Microlearning Way: Effects on EFL Learners' Achievement and Motivation in a Grammar Course

Autor/in	Rad, Hanieh Shafiee
Titel	Flipping in a Microlearning Way: Effects on EFL Learners' Achievement and Motivation in a Grammar Course
Quelle	In: Teaching English with Technology, 23 (2023) 1, S.58-79 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Instruction; Flipped Classroom; Learning Activities; Grammar; Student Motivation; Foreign Countries; Males; Young Adults; Teaching Methods; Lecture Method; Instructional Effectiveness; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Flipped classrooms; Flip teaching; Inverted teaching; Lernaktivität; Grammatik; Schulische Motivation; Ausland; Male; Männliches Geschlecht; Young adult; Junger Erwachsener; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	This research employed microlearning and flipped teaching approach, both together and separately, to examine EFL learners' grammar achievement and motivation. The design of this study was quasi-experimental by employing three intact classrooms as experimental groups (i.e. microlearning, flipped learning, and microflipped learning) and one intact classroom as a control group (N = 25 for each group). The data was collected through pretest and post-test that were administered to experimental and control groups, as well as motivated strategies for learning questionnaire (MSLQ) that was filled by the participants from experimental groups. The results showed that microlearning, flipped learning, and flipped learning approaches could help EFL learners to achieve significantly higher grammar skill. Besides, it was depicted that EFL learners revealed higher motivation in experimental groups for learning when compared with the control group. At the end of this study, the researchers provided recommendations on how to use flipped learning and microlearning methods, both together and separately. Findings suggest that the use of microlearning, flipped, and microflipped teaching/learning can be considered as an alternative model of teaching, as opposed to the traditional method, to motivate EFL students to better learning. (As Provided).
Anmerkungen	University of Nicosia (Cyprus) and Maria Curie-Sklodowska University (Poland). Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01