فهرست مطالب ismaiil zaraii zavaraki

Due to the need for autonomy (self-control and self-management), desire to learn, and performance of medical students to learn English conversation, the present study aims to investigate the effect of conducting the flipped learning pattern on improving effective teaching strategies.

The present study is a quasi-experimental pretest-posttest design with a control group. The statistical sample was selected in an accessible manner with a random replacement of 100 people (50 people in each group). To collect data, the Fisher, King, and Tague’s (2001) autonomy and self-directed questionnaire was first administered to control and experimental groups. Then the control group learned English conversation in the usual way and the experimental group under the flipped learning pattern. Finally, a post-test was performed in both groups.

The results of univariate analysis of covariance (ANCova), repeated measures test and comparison of self-directed learning readiness of the studied samples before and after the intervention showed a significant effect of this teaching method on improving students' self-direction and autonomy.

The results indicated that the value and acceptability of the pattern besides traditional teaching methods have a great impact on students’ autonomy, desire to learn, and learning performance. Implementing similar research in different courses and on more examples is two suggestions for future research.

 Considering the problems of traditional teaching methods in promoting the professions of medical students and the urgent need of this group to update their knowledge, educational methods should be adopted that can enhance students' reasoning, judgment, and decision-making. Therefore, this study investigates the effect of the problem-solving teaching through flipped-learning pattern on the capability of their problem-solving styles.

 This quasi-experimental study is pre- and post-test. The statistical population was students of medical sciences at Mashhad University of Medical Sciences. It performed during 14 periods in two control and experimental groups at Aladdin English Center in Mashhad. Participants were 120 individuals available by random replacement. To collect data, a questionnaire taken from other studies was first administered to the two groups as a pre-test. Then, in the control group, the teaching method was in traditional, and in the experimental group, it was under the problem-solving teaching through flipped-learning pattern. The effect of this teaching method was investigated by comparing the post-test scores of the two groups. Data analysis was performed through descriptive statistics.

 According to the findings, mean and standard deviation results were 5.05±15.62 obtained in the pretest of constructive problem-solving styles and 1.61±20.78 in non-constructive. Meanwhile, they were 5.86±17.16 in constructive and 2.44±21.86 in non-constructive in the post-test of the control group. The same cases in the experimental group were 2.95±12.66 in the pretest of constructive problem-solving styles and 0.91±19.76 in non-constructive, changing to 6.59±18.68 in the post-constructive and 2.81±22.4 for the non-constructive.

 Learning in this way is one of the basic needs of today's education at all levels. Considering the benefits such as enhancing analytical thinking, critical thinking, creativity, confidence in decision making, and problem-solving, it can be used as a complementary method alongside traditional teaching methods.

Learning is a transformational activity that prepares people to cope with events and adapt to the environment. Therefore, the present study investigates the effect of a flipped learning model based on the problem-solving teaching approach on students' English language learning problem-solving styles. This research is a quasi-experimental study with pre- and post-test in two control and experimental groups. participants were 320 people available by random replacement. To collect data, Cassidy and Long's problem-solving questionnaire was administered to the two groups as a pre-test. Then, the teaching method was traditional in the control group, and under a flipped teaching model based on the problem-solving teaching approach in the experimental group. To evaluate the amount of learning, the post-test scores of the two groups were compared. To measure the normality of the study population, a repeated measure test and independent t-test were performed. The results indicate the use of this method has an impact on students' constructive and non-constructive problem-solving styles of learning English. Also, the performance of the experimental group was better than the control group, and the learning difference was more significant. But no significant superiority was observed in the effect of the method in the two groups. Learning in this way is one of the basic needs of today's all levels of education. Given the benefits of reinforcing in-depth thinking, analytical thinking, critical thinking, creativity, confidence in decision-making, and problem-solving, this teaching method can be used as a complementary method alongside traditional teachings.

This study provides a framework for identifying, designing, and validating a flipped learning pattern to enhance problem- based teaching approach in higher education instructors in teaching the English language. Also, this endeavors to offer a general blueprint for designing a pedagogical pattern as an improvement strategy in teaching and learning English. The present study is an applied and mixed-method research. In the qualitative phase, a systematic review of 137 written and electronic documents was performed to identify the components of the pattern. Besides, in-depth interviews with 32 available and purposeful experts were done to collect data. As a methodology, researchers used inductive qualitative content analysis. To confirm the obtained components, CVR and CVI were performed in quantitative part with 25 available experts. The final influential elements in pattern formation were determined and approved in 6 main components (selected code), 18 sub-components (pivot code), and 94 properties (open code). Based on the results of CVR = 0.9, CVI = 1, and the reliability of the questionnaire r = 0.83, all 118 components were confirmed. The activities before, during, and after the class were separately approved along with the independent activities of the teacher and learner. The results indicated the acceptability of the pattern indicators. It showed that choosing the correct and principled teaching method with conscious design can solve English teaching-learning problems according to the experts’ perspectives. Besides, it not only helps English instructors and learners how to plan but also encourages them to use it in various fields.

This study aimed to investigate the effect of the Flipped Learning Pattern (FLP) in terms of the Problem-Based Teaching Approach (PBTA) on the participants’ self-management, desire for learning, and self-control in learning English. The research design was quasi-experimental using pre-test and post-test. The participants were selected via cluster sampling from the English learners enrolled in Aladdin center in the 2018-2020 academic year. They were randomly divided into experimental and control groups (n=320). To collect the data, the self-directed learning questionnaire of Fisher, King, and Tague (2001) was used. The questionnaire contains 52 items and three subscales of self-management, desire for learning, and self-control. Findings showed that there was a significant difference in the effect of the method on three subscales of self-directed learning in the experimental and control groups. The results indicated that the value and acceptability of the pattern improve self-directed learning; and choosing the right teaching method with conscious design will have a great impact on learners’ high levels of learning English skills. Therefore, follow-up studies are necessary to investigate further the application of FLP in terms of PBTA in various lessons.