One and All in CALL? Learner–Moderator–Researcher

Finkbeiner, Claudia

doi:10.1076/call.14.3.339.5793

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…The findings can also be attributed to the increased motivation of learners in the flipped classroom (Katchamat, 2018;Khadjieva & Khadjikhanova, 2019), which may have caused significant improvements in learners' pragmatic knowledge. As another justification for the findings, it can be said that since learners have a positive attitude toward flipped classrooms, this has led to improvements in their pragmatic knowledge (Chandra & Fisher, 2009;Finkbeiner, 2001;Najmi, 2015). Also, some opportunities provided by flipping method use such as simplicity of directed guidelines, active learning opportunities, and joint learning settings may help achieve English language acquisition (Gibson, 2008).…”

Section: Discussionmentioning

confidence: 97%

The Effect of Flipped Classroom on Iranian EFL Learners' Speech Act Production: Does Flip Type Make a Difference?

Alibeigloo

Ahmadi

Azizmalayeri

2021

Iranian Evolutionary and Educational Psychology

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This study investigated the effect of two types of flipped classroom on the Iranian upperintermediate EFL learners' appropriate use of refusals, apologies and requests. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran. The participants were selected based on convenience sampling in the form of three intact classes. Then, the three classes were randomly assigned to three groups namely, traditional flipping group, debate-oriented flipping group and non-flipping group. The three groups were exposed to 14 treatment sessions. Speech act instruction was offered to the flipping groups through explicit flipped instruction and to the non-flipping group through explicit non-flipped instruction. Moreover, a Multiple Choice Discourse Completion Test (WDCT) was administered to the participants to measure their speech act production ability at the pre-treatment and posttreatment, phases of the study. The results revealed that both types of flipped instruction had a significantly positive effect on the EFL learners' use of the speech acts (F=10.622, p<.0.05; F=19.358, p<.0.05; F=18.785, p<.0.05). Accordingly, EFL teachers are recommended to use flipping methods in an attempt to enhance EFL learners' appropriate use of speech acts.

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Section: Discussionmentioning

confidence: 97%

The Effect of Flipped Classroom on Iranian EFL Learners' Speech Act Production: Does Flip Type Make a Difference?

Alibeigloo

Ahmadi

Azizmalayeri

2021

Iranian Evolutionary and Educational Psychology

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“…Thus, training alone would not necessarily trigger change in teachers' support actions, but training together with metacognitive talk about the teachers' perceived and adopted roles as good language teachers might have an impact. Thus, an approach that emphasises teachers' and students' shared responsibilities for the learning process (Finkbeiner, 2001(Finkbeiner, , 2004 might be the answer, together with specific training for teachers targeting the elicitation of strategies.…”

Section: Discussionmentioning

confidence: 99%

Self-regulated cooperative EFL reading tasks: students’ strategy use and teachers’ support

et al. 2012

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The ADEQUA research project has gained empirical evidence on how the situationally adequate use of learning strategies can be facilitated during cooperative reading tasks in the EFL (English as a foreign language) classroom. Two video studies were conducted with ninth-grade EFL learners in German schools: the first (laboratory) study investigated the students' use of strategies while working in dyads and without teacher support on a given task. The second study, a field study, focused on teachers' actions to support their students while working on a series of tasks in their regular classrooms. In this paper, we present the findings from a specific subsample of students (n = 30 from the first study and n = 228 from the second one), focusing on (1) the extent to which the students employed specific strategies adequately and successfully, and (2) the types of support actions taken by the teachers and to what extent these actions facilitated the students' strategy use. The microanalytic approach adopted here allows us to identify those strategies which especially appear to require a teacher's support in order to be employed more adequately and successfully. Furthermore, by distinguishing between teachers' support actions which are more versus less conducive to self-regulation and facilitating students' strategy use, we are able to provide recommendations on how to fine-tune teachers' assistance.

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“…Thus, training alone would not necesarily trigger change in teachers's support action but rather training together with meta-cognitive talk on the teachers' perceived and adopted roles as good language teachers. Thus, an approach where teachers and students can be one and all, teachers, students and researchers (Finkbeiner, 2001(Finkbeiner, , 2004 might be the answer and would have to be implemented together with the teachers' support training that involves strategy elicitation.…”

Section: Discussionmentioning

confidence: 99%

Self-regulated cooperative EFL reading tasks: students’ strategy use and teachers’ support

2016

Awareness Matters

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Her fields of interest include foreign and second language research, EFL reading and literacy development, learning strategies and interest, intercultural education, CLIL, holistic learning, blended learning. Markus Knierim, M.A., is a PhD candidate in Applied Linguistics, Foreign Language Research & Intercultural Communication in the Department of English & American Studies at the University of Kassel, Germany, where he has taught courses in his areas of interest, including language learning strategies, task-based language learning, L2 reading, computer-assisted language learning, and research methodology. Currently, he is one of the university's officers of strategic planning, development, and evaluation of research and instruction.

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One and All in CALL? Learner–Moderator–Researcher

Cited by 7 publications

References 1 publication

The Effect of Flipped Classroom on Iranian EFL Learners' Speech Act Production: Does Flip Type Make a Difference?

The Effect of Flipped Classroom on Iranian EFL Learners' Speech Act Production: Does Flip Type Make a Difference?

Self-regulated cooperative EFL reading tasks: students’ strategy use and teachers’ support

Self-regulated cooperative EFL reading tasks: students’ strategy use and teachers’ support

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