Effectiveness of the Flipped Method in Teaching English Grammar to A2 Level Students at IITU, Kazakhstan

Aigerim Kereibayeva

Makale detayları

Effectiveness of the Flipped Method in Teaching English Grammar to A2 Level Students at IITU, Kazakhstan

Yazarlar:

Aigerim Kereibayeva

Yayıncı:

Selcuk University

Ana Başlıklar:

Çeviri ve Yorum Çalışmaları

Dergi:

Uluslararası Dil ve Çeviri Çalışmaları Dergisi Vol.4 Issue 1, pp.1-18

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001320663

pISSN:

2791-7290

Anahtar kelimeler:

Özet:

 This article presents a study that examines the implementation of the flipped learning approach in enhancing grammar instruction for low pre-intermediate level students studying at the International Informational Technology University of Kazakhstan. The research involved 28 students, with 15 students in the experimental group and 13 in the control group, along with two teachers from the Department of Languages. The primary objective of the study was to investigate the impact of the flipped classroom strategy on students performance, perceptions, and attitudes towards independently learning English grammar. To achieve this, five videos focusing on English grammar were created and shared with the students prior to the in-class sessions. During the in-class activities, an active learning approach to language teaching was employed. The study utilized pre-tests, post-tests, and semi-structured interviews to gather data and evaluate the outcomes of the flipped learning approach. The findings of the study revealed that the flipped classroom had a positive influence on students comprehension and application of English grammar. Additionally, the students expressed favorable perceptions towards the flipped approach. The study contributes pedagogical insights into the implementation of the flipped classroom and offers recommendations for further research in this area. The results highlight the potential benefits of the flipped learning approach in enhancing grammar instruction and improving students engagement and understanding in language learning contexts. These findings provide valuable implications for future language education practices.

 This article presents a study that examines the implementation of the flipped learning approach in enhancing grammar instruction for low pre-intermediate level students studying at the International Informational Technology University of Kazakhstan. The research involved 28 students, with 15 students in the experimental group and 13 in the control group, along with two teachers from the Department of Languages. The primary objective of the study was to investigate the impact of the flipped classroom strategy on students performance, perceptions, and attitudes towards independently learning English grammar. To achieve this, five videos focusing on English grammar were created and shared with the students prior to the in-class sessions. During the in-class activities, an active learning approach to language teaching was employed. The study utilized pre-tests, post-tests, and semi-structured interviews to gather data and evaluate the outcomes of the flipped learning approach. The findings of the study revealed that the flipped classroom had a positive influence on students comprehension and application of English grammar. Additionally, the students expressed favorable perceptions towards the flipped approach. The study contributes pedagogical insights into the implementation of the flipped classroom and offers recommendations for further research in this area. The results highlight the potential benefits of the flipped learning approach in enhancing grammar instruction and improving students engagement and understanding in language learning contexts. These findings provide valuable implications for future language education practices.

 This article presents a study that examines the implementation of the flipped learning approach in enhancing grammar instruction for low pre-intermediate level students studying at the International Informational Technology University of Kazakhstan. The research involved 28 students, with 15 students in the experimental group and 13 in the control group, along with two teachers from the Department of Languages. The primary objective of the study was to investigate the impact of the flipped classroom strategy on students performance, perceptions, and attitudes towards independently learning English grammar. To achieve this, five videos focusing on English grammar were created and shared with the students prior to the in-class sessions. During the in-class activities, an active learning approach to language teaching was employed. The study utilized pre-tests, post-tests, and semi-structured interviews to gather data and evaluate the outcomes of the flipped learning approach. The findings of the study revealed that the flipped classroom had a positive influence on students comprehension and application of English grammar. Additionally, the students expressed favorable perceptions towards the flipped approach. The study contributes pedagogical insights into the implementation of the flipped classroom and offers recommendations for further research in this area. The results highlight the potential benefits of the flipped learning approach in enhancing grammar instruction and improving students engagement and understanding in language learning contexts. These findings provide valuable implications for future language education practices.

 Bu çalışma, Kazakistan Uluslararası Bilgi Teknolojileri Üniversitesinde A2 seviyesindeki öğrencilerin dilbilgisi eğitimini artırmak amacıyla tersinmeli öğrenme yaklaşımının uygulanmasını inceleyen bir araştırmayı sunmaktadır. Araştırmada, Dil Bölümünden iki öğretmen ve 28 öğrenci yer almıştır. Öğrencilerin 15i deney grubunda, 13ü kontrol grubundadır. Çalışmanın temel amaçları, tersinmeli sınıf stratejisinin öğrencilerin performansı, algıları ve İngilizce dilbilgisi tutumları üzerindeki etkisini araştırmaktır. Bu amaçla, sınıf içi oturumlar öncesinde öğrencilere beş İngilizce dilbilgisi odaklı video hazırlanmış ve paylaşılmıştır. Sınıf içi etkinlikler sırasında aktif bir dil öğretimi yaklaşımı kullanılmıştır. Çalışma, veri toplamak ve tersinmeli öğrenme yaklaşımının sonuçlarını değerlendirmek için ön testler, son testler ve yarı yapılandırılmış görüşmelerden yararlanmıştır. Çalışmanın bulguları, tersinmeli sınıfın İngilizce dilbilgisi anlama ve uygulama becerileri üzerinde olumlu bir etkisi olduğunu göstermiştir. Ayrıca, öğrenciler tersinmeli yaklaşıma olumlu bir şekilde bakmışlardır. Çalışma, tersinmeli sınıfın uygulanmasına ilişkin pedagojik içgörüler sunmakta ve bu alanda gelecekteki araştırmalar için önerilerde bulunmaktadır. Sonuçlar, tersinmeli öğrenme yaklaşımının dilbilgisi eğitimini geliştirmede, öğrencilerin etkileşimini ve dil öğrenme bağlamlarındaki anlayışını iyileştirme potansiyel faydalarını vurgulamaktadır. Bu bulgular, gelecekteki dil eğitimi uygulamaları için değerli sonuçlar sunmaktadır.

Makale detayları

Effectiveness of the Flipped Method in Teaching English Grammar to A2 Level Students at IITU, Kazakhstan

Yazarlar:

Aigerim Kereibayeva

Yayıncı:

Selcuk University

Ana Başlıklar:

Çeviri ve Yorum Çalışmaları

Dergi:

Uluslararası Dil ve Çeviri Çalışmaları Dergisi Vol.4 Issue 1, pp.1-18

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001320663

pISSN:

2791-7290

technology

flipped learning

language education

pedagogical approaches

grammar instructionteknoloji

tersinmeli öğrenme

dil eğitimi

pedagojik yaklaşımlar

dil bilgisi öğretimi.

Sayı

Makale detayları

Yazarlar: Aigerim Kereibayeva

Yayıncı: Selcuk University

Ana Başlıklar: Çeviri ve Yorum Çalışmaları

Dergi: Uluslararası Dil ve Çeviri Çalışmaları Dergisi Vol.4 Issue 1, pp.1-18

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001320663

pISSN: 2791-7290

Sayı

Yazarlar:

Aigerim Kereibayeva

Yayıncı:

Selcuk University

Ana Başlıklar:

Çeviri ve Yorum Çalışmaları

Dergi:

Uluslararası Dil ve Çeviri Çalışmaları Dergisi Vol.4 Issue 1, pp.1-18

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001320663

pISSN:

2791-7290