Optimising Senior EFL Student Teachers' Technological Terms Acquisition in CALL: A Flipped Classroom Approach Study | ||||
| مجلة کلية التربية (أسيوط) | ||||
| Articles in Press, Accepted Manuscript, Available Online from 24 February 2024 | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mfes.2024.255287.1699 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
محمود عبد الله   1; Rasha Elshaye2
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| 1قسم المناهج وطرق التدريس - کلية التربية - جامعة أسيوط - مدينة أسيوط - محافظة أسيوط | ||||
| 2Assistant Professor at English Language & Translation Dept., College of Science and Theoretical Studies, Saudi Electronic University (Dammam Branch), KSA | ||||
| Abstract | ||||
| This study investigates the effectiveness of implementing a flipped classroom model in teaching a Computer-Assisted Language Learning (CALL) course to senior English as a Foreign Language (EFL) student teachers. The research explores the impact of this instructional approach, characterized by pre-class online content delivery and in-person interactive activities, on students' acquisition and application of technological terms in language teaching/learning contexts. Using a quasi-experimental design, two randomly selected groups of senior EFL student teachers studying a CALL course at Assiut University underwent pre and post-tests to assess the influence of the flipped classroom on technological term proficiency. The 100 participants were randomly assigned to an experimental group (n = 50) exposed to the flipped classroom model and a control group (n = 50) following traditional methods. Post-test results indicated superior performance in the experimental group, highlighting the positive influence of the flipped classroom. A questionnaire revealed favourable perceptions in the experimental group, emphasizing its efficacy in enhancing engagement, motivation, autonomy, collaboration, and content comprehension within the CALL course. Additionally, semi-structured interviews with a subset of the experimental group (n = 15) identified specific benefits, including deeper engagement with CALL content, facilitated collaborative learning, and increased motivation and confidence in using technological terms. This study concludes that flipped classroom is a promising pedagogical approach for EFL student teachers, offering practical implications and recommendations for its successful integration. The positive outcomes underscore its potential to enhance language teaching and learning, advocating for its consideration in instructional practices within the realm of CALL education. | ||||
| Keywords | ||||
| Computer-Assisted Language Learning (CALL); Computer Literacy; EFL Teacher Education; Flipped Classroom; Technological Terms | ||||
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