Iranian EFL learners in the flipped group held mostly positive attitudes toward flipped instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On a 22-item five-point Likert questionnaire, directional-item means ranged from 3.60 to 4.20, indicating agreement that flipped instruction was helpful. → Karimi and Hamzavi 2017

Evidence¶

Karimi and Hamzavi 2017¶

Mehrnoosh Karimi, Raouf Hamzavi. (2017). The Effect of Flipped Model of Instruction on EFL Learners' Reading Comprehension: Learners' Attitudes in Focus. Advances in Language and Literary Studies, 8(1). http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.95

q2 · i? · causal · r2

Frequency analysis of a 22-item Likert questionnaire (adapted from Elfatah and Ahmed, 2016; Cronbach alpha 0.91) completed by the 25 experimental-group learners. Descriptive means only; no inferential test of attitudes is reported.

"the means of the questionnaire's directional items ranged from 3.60 to 4.20 which indicates that most of the EFL students had positive attitude towards flipped model of instruction"

Discussion¶

Related Claims¶

• Treatment-group pre-service teachers held positive attitudes toward peer instruction, with questionnaire item means ranging from 3.4000 to 4.5500 — related
• Iraqi EFL learners held predominantly positive attitudes toward flipped classroom instruction — related
• Kuwaiti pre-service teachers held favourable perceptions of flipped learning, with over 90% agreement on six questionnaire items — related