An Account of EFL Learners' Self-Efficacy and Gender in the Flipped Classroom Model

Autor/inn/en	Namaziandost, Ehsan; Çakmak, Fidel
Titel	An Account of EFL Learners' Self-Efficacy and Gender in the Flipped Classroom Model
Quelle	In: Education and Information Technologies, 25 (2020) 5, S.4041-4055 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10167-7
Schlagwörter	Educational Technology; Technology Uses in Education; Homework; English (Second Language); Second Language Instruction; Self Efficacy; Gender Differences; Teaching Methods; Blended Learning + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Emerging technologies and mobile devices have enabled improved quality of learning outcomes in the field of language learning. With the opportunities provided by innovative, emerging tools, traditional ways of learning have been enhanced. The flipped classroom is one of the innovative learning models that have appeared in language learning in the last decade. The current study was carried out to investigate the difference that the flipped classroom made on students' self-efficacy and gender. 58 participants with an intermediate proficiency level in English were randomly assigned to one of two conditions: experimental (flipped classroom) and control (traditional) group. The participants employed the Self-Efficacy Survey before and after the intervention of flipped classroom. The results demonstrated a significant increase in self-efficacy scores of the experimental group. When gender was analyzed separately, the females in the experimental group were found to have greater improvements in self-efficacy than their male colleagues in the experimental group when utilizing the flipped classroom practice. In the light of the results, students, especially female students can increase their individual confidence in producing specific or requested performance in language learning while engaged in the flipped classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01