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在EFL翻转课堂:与服务前教师的教学经验

Lenka Birova¹, Raúl Ruiz-Cecilia¹, Juan Ramón Guijarro-Ojeda¹

¹Department of Language and Literature Teaching, University of Granada, Granada, Spain.

Frontiers in psychology

|December 4, 2023

概括

翻转课堂模式显著改善了预服务教师的英语听力技能. 虽然语法准确性也得到了改善,但在本研究中,这种影响在统计学上并不显著.

科学领域:

教育技术的教育技术
应用语言学应用语言学

背景情况:

英语作为外语 (EFL) 的教学经常忽视倾听技巧.
学生的熟练程度可能受限于对接收技能的关注不足.

研究的目的:

为了评估翻转课堂模型在提高英语水平方面的有效性.
为了比较翻转式与非翻转式主动学习对语法和听力技能的影响.

主要方法:

半实验性测试前/测试后设计与对照组和实验组.
参与了55名斯洛伐克特尔纳瓦大学的第一年预服务英语教师.
评估语法准确性和听力技能的变化.

主要成果:

翻转课堂方法在统计学上显著改善了听力技能.
在两组中,语法准确性都得到了改善,但对于反转模型没有统计意义.
这些发现部分与之前关于翻转学习和语言准确性的研究一致.

结论:

翻转课堂模型有效地提高了EFL的听力技能.
需要进一步的研究来探索它对语法准确性的影响.
强调优先考虑EFL教育中的听力发展的重要性.

关键词:

英语语言教学教学英语语言教学混合学习是一种混合学习.翻转了教室的情况.语法技能语法技能语法技能倾听技巧倾听技巧倾听技巧

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