从数字教学法的角度在语法课程教学中实施翻转学习:哈立德国王大学学生案例研究

Elsadig Ali Elsadig Elnadeef, Ayman Hamd Elneil
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摘要

本研究调查了翻转学习技术强化模式在英语语言本科专业沙特学生句法课程教学中的实施情况。研究采用了准实验设计,包括对照组和实验组。此外,研究人员还设计了一份问卷,以评估翻转学习在完成课程目标和学生理解课程方面的效果。研究结果表明,在句法教学中实施翻转学习能更有效地帮助学生正确理解KKU指定教材课程,并通过课堂讨论和展示活动中的搜索和讨论环节拓宽句法知识。此外,学生在翻转学习中表现出积极的心智模式、合作精神、良性互动和乐趣。因此,学生成为了研究者,他们把课堂变成了讨论平台和辩论室。本研究论文的结论是,应在吉大实施英语课程教学中的技术整合,并培训英语教师从数字化转型的角度在英语课程教学中使用翻转学习,与吉大的定位相仿。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementation of Flipped Learning in Teaching Syntax Course from Digital Pedagogy Perspective: A Case Study of King Khalid University’s Students
This study investigated the implementation of technology-enhanced models of flipped learning in teaching syntax courses to Saudi students majoring in English language bachelor’s degree. The study used a quasi-experimental design, including a control group and an experimental group. Additionally, the researchers designed a questionnaire to evaluate the outcome of using flipped learning in accomplishing the course objectives and students’ comprehension of the course. The findings display that the implementation of flipped learning in teaching syntax is more effective in terms of comprehension of the KKU specified material course properly and broaden syntax knowledge through searching and discussion aspects in terms of class discussion and presentational activities. Moreover, students reveal positive mental models, collaboration, positive interaction, and enjoyment of flipped learning. Hence, the students become researchers, and they change the class to a discussion platform and debating room. The study paper concludes that the integration of technology in teaching English courses should be implemented at KKU, and English instructors should be trained to use flipped learning in teaching English courses from a digital transformative perspective, copying with KKU’s orientation.
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