Shehata, M. (2019). Using Flipped Learning for Enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy. Journal of Research in Curriculum Instruction and Educational Technology, 4(4), 37-80. doi: 10.21608/jrciet.2019.31955
Marwa Gamal Muhammad Shehata. "Using Flipped Learning for Enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy". Journal of Research in Curriculum Instruction and Educational Technology, 4, 4, 2019, 37-80. doi: 10.21608/jrciet.2019.31955
Shehata, M. (2019). 'Using Flipped Learning for Enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy', Journal of Research in Curriculum Instruction and Educational Technology, 4(4), pp. 37-80. doi: 10.21608/jrciet.2019.31955
Shehata, M. Using Flipped Learning for Enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy. Journal of Research in Curriculum Instruction and Educational Technology, 2019; 4(4): 37-80. doi: 10.21608/jrciet.2019.31955
Using Flipped Learning for Enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy
TEFL Lecturer at the Dept. of Curriculum & Instruction Faculty of Education- Minia University
Abstract
Abstract
T
he present study aimed at investigating the use of flipped learning for enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy. A quasi-experimental pretest- posttest control group design was employed. Seventy third year Faculty of Education English majors in the academic year 2017-2018 were randomly divided into two intact groups: a treatment group and a non-treatment one. A teacher's guide was designed by the researcher in the light of the flipped learning strategy and used with the treatment group, whereas, the conventional way of instruction was used with the non-treatment group. The data of the study were gathered by a pre-post reflective teaching skills test and a learning autonomy scale. Instruments of the study included a needs assessment questionnaire on the reflective teaching skills, a language proficiency test, a reflective teaching skills test and a learning autonomy scale. Analysis of data obtained showed that the treatment group achieved a higher degree of improvement in the post testing than the non- treatment group on both the reflective teaching skills test and the learning autonomy scale. Recommendations and suggestions for further research were presented.
View on SCiNiTO
Top