Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Gazi Üniversitesi, Gazi Eğitim Fakültesi, Yabancı Diller Eğitimi, Türkiye
Tezin Onay Tarihi: 2022
Tezin Dili: İngilizce
Öğrenci: RABİA YILMAZ
Danışman: Semra Saraçoğlu
Özet:
This study set out to determine the effects of flipped classroom on secondary school learners' use of reading strategies and their attitudes towards flipped classroom. The present study included 20 learners studying at Yunus Emre Secondary School in Van, Turkey. These learners were chosen from the 7th graders through purposive sampling on the basis of having the computer and the Internet connection. In this case study, the data were collected through both quantitative and qualitative data collection instruments. As qualitative data collection tools, a semi-structured attitude interview and reflections were applied in order to reveal the learners' attitudes towards flipped classroom. Reading Strategy Questionnaire was used as a quantitative data collection instrument. It was administered to investigate the effectiveness of reading strategy instruction through flipped classroom on learners' use of reading strategies as a pre-test before the treatment. The learners were instructed for six weeks through reading strategy instruction. During the treatment, six reading strategies were explicitly taught via flipped classroom. The learners were assigned to watch the video lectures concerning one reading strategy at home before the class. In-class time was allocated for exercises and reading text practices. After each class, learners were asked to write reflections about their experiences in the process. At the end of the 6-week reading strategy instruction, the reading strategy questionnaire was conducted again as a post-test to find out whether there was a significant difference in the learners' use of reading strategies. The analysis of the quantitative data was performed using SPSS software. Paired samples t-tests were carried out in order to compare the results of the pre-test and post-test. The results demonstrate that there is a marked increase in the learners' use of reading strategies after the reading strategy instruction. Additionally, the attitude interview was conducted in order to disclose the learners' attitudes towards flipped classroom after the treatment. The findings of the interview clarify that learners have positive attitudes towards flipped classroom. These results indicate that reading strategy instruction through flipped classroom has a positive effect on the learners' use of reading strategies and attitudes towards flipped classroom.