翻转课堂模式与小学英语教学中青年学生的词汇学习

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Turkish Online Journal of Distance Education Pub Date : 2024-01-01 DOI:10.17718/tojde.1213698

Pinar Sik, Ece Zehir Topkaya

{"title":"翻转课堂模式与小学英语教学中青年学生的词汇学习","authors":"Pinar Sik, Ece Zehir Topkaya","doi":"10.17718/tojde.1213698","DOIUrl":null,"url":null,"abstract":"This mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33) groups. The quantitative data related to vocabulary learning were collected through three measurement tests. The qualitative data were obtained via semi-structured face-to-face interviews with 19 volunteer students from the experimental group. The results revealed that the levels of vocabulary learning and retention for the experimental group students were statistically significantly higher than those of the control group students (p< 0.05). The qualitative data analysis also confirmed the effectiveness of the model for vocabulary learning and revealed its efficiency for language classes of young English language learners. Accordingly, suggestions were made for the FCM implementation.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"216 2","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"FLIPPED CLASSROOM MODEL WITH YOUNG LEARNERS’ VOCABULARY LEARNING IN PRIMARY ELT CLASSROOMS\",\"authors\":\"Pinar Sik, Ece Zehir Topkaya\",\"doi\":\"10.17718/tojde.1213698\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33) groups. The quantitative data related to vocabulary learning were collected through three measurement tests. The qualitative data were obtained via semi-structured face-to-face interviews with 19 volunteer students from the experimental group. The results revealed that the levels of vocabulary learning and retention for the experimental group students were statistically significantly higher than those of the control group students (p< 0.05). The qualitative data analysis also confirmed the effectiveness of the model for vocabulary learning and revealed its efficiency for language classes of young English language learners. Accordingly, suggestions were made for the FCM implementation.\",\"PeriodicalId\":46002,\"journal\":{\"name\":\"Turkish Online Journal of Distance Education\",\"volume\":\"216 2\",\"pages\":\"\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Turkish Online Journal of Distance Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17718/tojde.1213698\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Turkish Online Journal of Distance Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17718/tojde.1213698","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

这项混合方法研究探讨了翻转课堂模式（FCM）对青少年英语学习者词汇学习的影响，以及他们对 FCM 实践的看法和体验。土耳其一所国立小学四年级学生被随机分配为实验组（32 人）和对照组（33 人）。与词汇学习相关的定量数据通过三个测量测试收集。定性数据是通过与 19 名实验组志愿学生进行半结构化面对面访谈获得的。结果显示，实验组学生的词汇学习和保持水平在统计学上明显高于对照组学生（P< 0.05）。定性数据分析也证实了该模式在词汇学习方面的有效性，并揭示了其在低年级英语学习者语言课堂上的效率。因此，研究人员对 FCM 的实施提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

FLIPPED CLASSROOM MODEL WITH YOUNG LEARNERS’ VOCABULARY LEARNING IN PRIMARY ELT CLASSROOMS

This mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33) groups. The quantitative data related to vocabulary learning were collected through three measurement tests. The qualitative data were obtained via semi-structured face-to-face interviews with 19 volunteer students from the experimental group. The results revealed that the levels of vocabulary learning and retention for the experimental group students were statistically significantly higher than those of the control group students (p< 0.05). The qualitative data analysis also confirmed the effectiveness of the model for vocabulary learning and revealed its efficiency for language classes of young English language learners. Accordingly, suggestions were made for the FCM implementation.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Turkish Online Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

0.00%

发文量

审稿时长

8 weeks

期刊介绍： The Turkish Online Journal of Distance Education (TOJDE) is a peer-reviewed quarterly e-journal. International in scope, this scholarly e-journal publishes refereed articles focusing on the issues and challenges of providing theory, research and information services to global learners in any kind of distance education or open learning applications. TOJDE will particularly strive to meet the continuing education needs of practitioners and educators by providing a forum for the discussion of extended learning strategies, policies and practices, and trends in information technology as they impact the delivery of student support services for distance learners and faculties.