The effect of the flipped classroom method on pre-intermediate level students’ motivation to learn English as a foreign language
DOI:
https://doi.org/10.5380/atoz.v5i2.48940Keywords:
Technology, Innovation in education, Teaching and learning processes, English language, Innovation in learningAbstract
Introduction: the investigation arises from a research project that had the objective to determine the effectiveness of the flipped classroom as an instructional strategy to increase the pre-intermediate level students’ motivation to learn English as a foreign language. Method: in order to achieve this aim, a quasi-experimental study with quantitative techniques was conducted. The target population is composed of 68 students from a public school in the city of Barranquilla, Colombia. By means of a non-probabilistic sampling, 25 of them composed the control group and 23 of them the experimental group. The independent variable was the use of the flipped classroom as an instructional strategy while the dependent variable was the motivation level to learn English as a foreign language, which was measured via a previously adapted and validated Likert scale. This instrument was administrated before and after the intervention. Results: the gathered information was analyzed through a quantitative analysis software and the definition of statistical significances with the t-Student calculus. Conclusions: consequently, it is concluded that the use of the flipped classroom increased the motivation to learn English as a foreign language of the target population of the study.
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