Teachers’ Motivational Intervention Towards EFL Learners’ Oral Performance: A Quantitative Approach

Larsari, Vahid Norouzi; Farrokhi, Farahman; Dhuli, Raju; Chenari, Hossein; Lanuza, Maryann H.

doi:10.1007/978-3-031-29860-8_37

Cited by 2 publications

(1 citation statement)

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“…According to constructivism, students actively construct knowledge and meaning through their experiences and interactions with the world. This concept suggests that students learn most effectively when they are actively engaged in the learning process and have opportunities to apply their knowledge in real-world situations, which carries significant implications for educational practice (Larsari, Farrokhi, et al, 2023) The foundations of active, peer, and collaborative learning, based on constructivism, have been highlighted in several studies assessing research on flipped classrooms (Eppard & Rochdi, 2017;Zuber, 2016). The core ideas of constructivism are manifested through the strategies of the flipped classroom.…”

Section: Constructivismmentioning

confidence: 99%

An Investigation into Flipped Learning Classroom (FLC) of EFL Sixth Grade Students’ Grammar Literacy Development: Implications for Student-Centered Approach

Larsari,

Abouabdelkader

2024

IJELS

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The educational landscape has undergone tremendous change due to the rapid development of technology, with virtual learning emerging as a prominent teaching method. In this regard, the Flipped Learning Class (FLC) model has recently been adopted as a cutting-edge approach. In this model, traditional classroom activities are logically reversed compared to tasks in conventional classrooms, often integrating teaching materials in the form of videos or PowerPoint presentations. The objective of this study is to clarify the impacts of FLC instruction on sixth-grade students’ grammar literacy, comparing it to traditional face-to-face teaching through two distinct methodologies. Quantitative research approach was employed for this study. From a pool of 120 male sixth-grade elementary students aged 12-13, 100 were selected based on their scores in the Quick Oxford Placement Test. These students were divided into control and experimental groups. The control group experienced traditional face-to-face teaching without a social platform, completing homework at home. Conversely, the experimental group underwent FLC instruction using the Shad application as a social platform. A two-month teaching program was designed to cover the main English Grammar teaching objectives. As the primary instruments of the study, an English grammar test was used as both pretest and posttest for data collection. The pre-test was administered to both groups at the beginning of the study. After 16 sessions of teaching grammar to sixth-grade students, the post-test was given to assess any differences between the two groups due to the treatment. Independent-Samples t-tests were used to compare the means of the independent groups (experimental vs. control) for the post-test. The results indicated that the experimental group performed significantly better than the control group. Additionally, the findings suggest several pedagogical considerations for educators, learners, curriculum developers, and administrators. Educators, policymakers, and institutions can leverage these findings to optimize instructional approaches and enhance students’ self-efficacy, academic literacy, and positive perceptions of the flipped learning experience in virtual learning contexts. Further study is recommended to explore the prolonged impacts of FLC model and assess its adaptability in various educational settings.

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Section: Constructivismmentioning

confidence: 99%