Masoud, H. (2019). Using Flipped Learning Strategy in Fostering EFL Pre-Service Teachers’ Achievement and Motivation. Journal of Research in Curriculum Instruction and Educational Technology, 5(2), 99-130. doi: 10.21608/jrciet.2019.33602
Howida Mostafa Masoud. "Using Flipped Learning Strategy in Fostering EFL Pre-Service Teachers’ Achievement and Motivation". Journal of Research in Curriculum Instruction and Educational Technology, 5, 2, 2019, 99-130. doi: 10.21608/jrciet.2019.33602
Masoud, H. (2019). 'Using Flipped Learning Strategy in Fostering EFL Pre-Service Teachers’ Achievement and Motivation', Journal of Research in Curriculum Instruction and Educational Technology, 5(2), pp. 99-130. doi: 10.21608/jrciet.2019.33602
Masoud, H. Using Flipped Learning Strategy in Fostering EFL Pre-Service Teachers’ Achievement and Motivation. Journal of Research in Curriculum Instruction and Educational Technology, 2019; 5(2): 99-130. doi: 10.21608/jrciet.2019.33602
Using Flipped Learning Strategy in Fostering EFL Pre-Service Teachers’ Achievement and Motivation
Faculty of Education, Minia University, El-Minia-Egypt
Abstract
T
he present study was carried out to investigate the effectiveness of using a Flipped Learning (FL) strategy on fostering 4th year English Majors’ achievement in methodology course and their motivation towards the course at the Faculty of Education, Minia University. A quasi-experimental pre-post test control group research design was employed. A language teaching program based on FLS was developed by the researcher and used with the treatment group, whereas, the conventional lecture method was used with the non-treatment group. Sixty female and male 4th year English Majors students were randomly chosen and divided into two groups the treatment and the non-treatment groups of the research. Tools of the study included a pre-post achievement test on methodology course, a language teaching FL-based program, a checklist of students’ computer literacy and a pre-post motivation scale. Analysis of data (using t-test) revealed that the treatment group significantly outperformed the non treatment one on the post performance of the achievement test. The treatment group significantly improved on the post performance of motivation Scale as well. Discussion of these findings, recommendations and suggestions for further research are presented.
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