Pan Hui, Xia Fang, Kumar Tribhuwan, Li Xiang, Shamsy Atefeh
School of Foreign Languages Studies, Wenzhou Medical University, Wenzhou, China.
Xindeng High School, Hangzhou, China.
Front Psychol. 2022 Feb 7;13:833616. doi: 10.3389/fpsyg.2022.833616. eCollection 2022.
This study inspected the effect of Massive Open Online Course (MOOC) and flipped instruction on EFL learners' foreign language speaking anxiety, foreign language learning motivation, and attitude toward English learning. To fulfill this objective, the Oxford Quick Placement Test was given to 160 Iranian EFL learners, of whom 120 upper-intermediate participants were chosen and divided into two experimental groups-MOOC ( = 40) and flipped ( = 40)-and one control group ( = 40). After that, all selected participants were administered a speaking anxiety questionnaire and a motivation questionnaire as the pre-test of the research. Then, one of the experimental groups received an online-based instruction Skype: one conversation was instructed to this group online every session. The other experimental group received the treatment flipped-based instruction. The audio files and the texts of the conversations were sent to this group the WhatsApp application because they all had easy access to it. On the other hand, the control group did not receive any Internet-delivered treatment yet was trained through a face-to-face method. This process continued until the last session, and after the treatment period, the post-tests of speaking anxiety and motivation were given to all three groups to determine the effectiveness of the treatment. Moreover, two attitude questionnaires were administered to the experimental groups to examine their attitudes toward the MOOC and the flipped models of instructions. The findings of the One-way ANOVA test, Scheffe test, and paired samples t-test showed that there were significant differences between the post-test of the experimental groups and the control group. The results indicated that the experimental groups significantly outflanked the control group after the treatment. Lastly, the outcomes showed that participants in both experimental groups had positive attitudes toward technological-based instructional environments.
本研究考察了大规模开放在线课程（MOOC）和翻转课堂教学对英语外语学习者的外语口语焦虑、外语学习动机以及英语学习态度的影响。为实现这一目标，对160名伊朗英语外语学习者进行了牛津快速分级测试，从中挑选出120名中高级水平的参与者，并将其分为两个实验组——MOOC组（n = 40）和翻转课堂组（n = 40）——以及一个对照组（n = 40）。之后，所有选定的参与者都接受了口语焦虑问卷和动机问卷的测试，作为研究的预测试。然后，其中一个实验组接受基于网络的教学——通过Skype：每次课程在线指导一组进行一次对话。另一个实验组接受基于翻转课堂的教学。对话的音频文件和文本通过WhatsApp应用程序发送给该组，因为他们都可以轻松访问该应用程序。另一方面，对照组没有接受任何基于互联网的教学，而是通过面对面的方式进行培训。这个过程一直持续到最后一节课，在教学期结束后，对所有三组进行口语焦虑和动机的后测试，以确定教学的有效性。此外，还向实验组发放了两份态度问卷，以考察他们对MOOC和翻转课堂教学模式的态度。单因素方差分析、谢费检验和配对样本t检验的结果表明，实验组的后测试与对照组之间存在显著差异。结果表明，教学后实验组明显优于对照组。最后，结果显示两个实验组的参与者对基于技术的教学环境都持积极态度。
