THE EFFECT OF ENGLISH COURSE DESIGNED BY FLIPPED LEARNING MODEL ON STUDENTS’ ENGAGEMENT, ANXIETY AND ATTITUDE
In the current study; it was aimed to examine the effect of the Vocational Foreign Language- English course; designed with the flipped learning model; on the engagement; anxiety and attitude of the students attending the Department of Physical Education at a Faculty of Sport Sciences. The study was carried out using a single-group pretest-posttest experimental design. The study group is comprised of 45 undergraduate students attending the Department of Physical Education at a Faculty of Sport Sciences of a state university. In the study; three data collection tools were used; the Scale of Attitudes towards English; the English Lesson Anxiety Scale and the Engagement Scale. The Dependent Samples T-test was used to determine whether there is a significant difference between the pre-test and post-test scores of the students. In the study; it was concluded that the Vocational Foreign Language English course; which was carried out by using the flipped learning model; was effective in reducing the anxiety of the students attending the Department of Physical Education; in increasing their engagement and in developing their attitudes towards the course. An important limitation of this study is that it was conducted on a single group. In the future; carrying out experimental studies involving experimental and control groups on the relevant subject will lead to stronger methodological results. In this study; the effect of flipped learning on three basic variables was examined. In future studies; the effect of flipped learning on students’ cognitive abilities such as higher-order thinking; problem solving and creative thinking or different affective characteristics such as motivation can be examined.
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