Iraqi EFL learners held predominantly positive attitudes toward flipped classroom instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? About 68% of students agreed FCI allowed them to prepare for class in advance, and almost 71% reported better writing strategies from more in-class application time. → Ramyar O. Qader and Fadime Yalcin Arslan 2019 q2 i? 53% of students rejected the view that FCI had not helped them at all, and interviewees described being motivated, active, and self-independent. → Ramyar O. Qader and Fadime Yalcin Arslan 2019 (2)

Evidence¶

Ramyar O. Qader and Fadime Yalcin Arslan 2019¶

Ramyar O. Qader and Fadime Yalcin Arslan. (2019). THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS. Teaching English with Technology, 19(1), 36-55. https://eric.ed.gov/?id=EJ1204642

q2 · i? · causal · r1

Questionnaire (ten three-point Likert items, previously used by Mireille 2014) administered to the 34 experimental-group students after the program; percentages were calculated per item, e.g. "about 68% of students believed that FCI allowed them to prepare for their class in adva nce" and almost 71% reported better writing strategies with more class application time.

"when responding to Item 1, about 68% of students believed that FCI allowed them to prepare for their class in adva nce"

Ramyar O. Qader and Fadime Yalcin Arslan 2019 (2)¶

Ramyar O. Qader and Fadime Yalcin Arslan. (2019). THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS. Teaching English with Technology, 19(1), 36-55. https://eric.ed.gov/?id=EJ1204642

q2 · i? · causal · r2

Semi-structured interviews with 10 experimental-group volunteers, analysed by inductive content analysis; themes included providing easily accessible learning (F=8), being interesting and motivating (F=6), and students describing themselves as active, motivated, and self-independent. These are self-reported perceptions, not tested outcomes.

"53% of students rejected the view that FCI had not helped them at all , which means that more than half of students' writings had been improved due to FCI"

Discussion¶

Related Claims¶

• Most students in the CL class held positive attitudes toward cooperative learning, including perceived listening gains — related
• Flipped classroom instruction produced significantly better post-test writing scores than traditional instruction among Iraqi EFL sophomores — related
• Iraqi EFL learners reported infrastructure, technology, and social barriers to flipped classroom implementation — related
• Before the FCI treatment, the experimental and control groups showed no statistically significant difference in writing ability — related
• Learners reported mostly positive attitudes toward flipped learning in the learner-generated-materials pronunciation course — related
• Higher and lower Moodle scorers viewed flipped learning as almost equally valuable, but higher scorers talked more positively about how the course was delivered — related
• Students in the active-learning flipped course reported strongly positive attitudes, and course retention was higher than in the control group — related