The Comparison of the Efficiency of the Lecture Method and Flipped Classroom Instruction Method on EFL Students’ Academic Passion and Responsibility

Abstract

In recent years, there has been an increasing interest in the efficiency of the lecture and flipped classroom instruction method (FCIM) on EFL students’ academic passion (AP) and responsibility. Although these variables have been studied before, more studies still need to be conducted in this field. The statistical population of this study includes all language students at the University of Tabriz in the academic year 2022–2023. In the current study, 72 of 552 persons were selected using a one-stage cluster sampling method from students in term two and randomly assigned to two groups (36 persons for each group). This research is a quasi-experimental method based on the objectives and method of data collection. Two questionnaires were used in this study: AP and responsibility questionnaire. The content validity index (CVI) and content validity ratio (CVR)methods examined the content validity of the textbook course. The results showed that students’ AP and responsibility in flipped classroom instruction (FCI) are significantly higher than in the lecture method. Thus, by activating learners, they can direct their thoughts and actions in a way that has a more significant impact on their motivation, AP, responsibility, and ultimately on their learning. It can be concluded that FCI is more efficient than the lecture method.

The Flipped-based WebQuest Model (FWQ): An Innovative Approach for Teaching Grammar and Alleviating Students’ Anxiety

“…FL offers students the opportunity to learn at their own pace and provides a variety of in-class activities that support active learning strategies, including peer interaction, active learning, and cooperative learning Liu et al, 2023;Zhou et al, 2023). This instructional approach fosters flexibility and student engagement, offering a diverse learning experience that extends beyond traditional classroom methods (Divjak et al, 2022;Senali et al, 2022;Tambunan et al, 2022).…”

Student engagement and fostering ownership of learning

“…However, many researchers believe that classroom lectures are an inefficient method of helping students acquire the necessary knowledge and skills, and they criticise it for this reason (Gilboy et al, 2015). Research into disengaged students identified that this transmission model of instruction induced passivity and boredom in the students (Liu et al, 2023;Marks, 2000). In contrast, studentcentred learning is where teachers function more as coaches than lecturers, allowing students a say in their education and personalising instruction so they can learn at their own pace (Kamali, 2023).…”