The Effect of flipped learning on learners classroom engagement: the case of second year students of Malek Bennabi middle school Constantine
| dc.contributor.author | Merabet, Oumeima | |
| dc.contributor.author | Bouchene, Siham | |
| dc.date.accessioned | 2024-05-16T21:05:31Z | |
| dc.date.available | 2024-05-16T21:05:31Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | Flipped learning has emerged as a highly promising solution to tackle the pervasive issue of low engagement in modern classrooms, an area that has garnered significant scholarly attention. The challenges presented by decreased engagement levels and time limitations in traditional classroom environments are particularly pronounced in English as a Foreign Language (EFL) classes. Consequently, the adoption of the flipped classroom model emerges as a compelling and worthwhile endeavour. The current study aims to investigate the impact of flipped learning on the engagement of Algerian middle school learners in an EFL class. The designated population for this study consists of second-year middle school learners .Employing a pretest-posttest quasi-experimental design, a self-reporting survey was administered to both the experimental and control groups before and after a four-week treatment period. The quantitative data analysis involved paired and independent-sample T-tests. The findings of this study demonstrate that the control group did not exhibit statistically significant changes in affective, behavioral, cognitive, and overall engagement levels. Conversely, the flipped classroom approach yielded higher mean scores on the post-test in all dimensions of engagement, with statistically significant differences. The independent-sample T-test further revealed that the flipped classroom achieved statistically higher mean scores across all dimensions compared to the control group. In light of these compelling findings, it can be argued that flipped learning has lived up to its reputation and successfully enhanced engagement levels in the EFL classroom. This study provides stakeholders and educators in Algeria with a clearer understanding of the immense potential of flipped learning in the EFL context. It should inspire them to develop a comprehensive plan for implementing the flipped classroom model, thereby benefiting students and promoting effective language learning. | |
| dc.identifier.uri | http://dspace.univ-oeb.dz:4000/handle/123456789/19319 | |
| dc.language.iso | en | |
| dc.publisher | University of Oum El Bouaghi | |
| dc.subject | English as a foreign language; Classroom engagement; Flipped learning | |
| dc.title | The Effect of flipped learning on learners classroom engagement: the case of second year students of Malek Bennabi middle school Constantine | |
| dc.type | Other |