L’impact du modèle d’apprentissage inversé sur la capacité de lecture des étudiants algériens de première année d’anglais langue étrangère: une approche d’apprentissage mixte
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Publié-e :
jun 10, 2019
Mots-clés :
Collaboration-apprentissage inverse-médiation capacité de lecture
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Résumé
L'apprentissage inversé a beaucoup attiré l'attention des chercheurs puisqu'il est considéré comme une méthode pédagogique innovante associant l'apprentissage en ligne et l'apprentissage en face à face. Dans le cadre de la théorie socioculturelle, cette étude porte sur l'utilisation de la médiation et de la collaboration dans le processus d'apprentissage et vise à étudier l'impact de l'apprentissage inversé sur le développement des capacités de lecture des étudiants algériens de première année en EFL. A cette fin, une étude quasi-expérimentale est menée avec 100 participants répartis en 50 sujets expérimentaux et 50 sujets témoins. Les données ont été collectées en administrant un test de lecture aux deux groupes étudiés et un questionnaire perceptuel au groupe expérimental uniquement. Les résultats ont révélé que l'apprentissage inversé avait un impact remarqué sur le développement des capacités de lecture des étudiants De plus, les participants expérimentaux ont exprimé une perception positive de l'utilisation de l'apprentissage inverse pour développer leurs compétences en lecture. Cet article conclut en soulignant certaines implications pour l'application de l'apprentissage inversé dans la classe EFL et en apportant un nouvel éclairage sur les futurs travaux portant sur l'apprentissage inversé Mots clés: Collaboration-apprentissage inverse-médiation capacité de lecture
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Comment citer
Sebbah, L. (2019). L’impact du modèle d’apprentissage inversé sur la capacité de lecture des étudiants algériens de première année d’anglais langue étrangère: une approche d’apprentissage mixte. AL-Lisaniyyat, 25(1), 7-32. https://doi.org/10.61850/allj.v25i1.97
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Références
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Abaeian, H., & Samach, L. (2016). The effect of flipped classroom on Iranian EFI. leamers' 12 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295-304.
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Baker, L. & Brown, A L (1984) Metacognitive skills and reading In PD. Pearson, ed, Handbook of Reading Research, Vol 1 (pp. 353-394) New York Longman
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Cole, M., & Engestrom, Y. (1995) Commentary Human Development. 38(1), 9-24. Basel: S Karger AG
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Correa, M. (2015). Flipping the Foreign Language Classroom and Critical Pedagogies Higher Education For The Future, 2(2), 114-125.
Cronbach L. J. (1977). Educational psychology (3ª ed.). New York, NY Har court Brace Jovanovich
Enfield, K. (2013) Looking at the impact of the flipped classroom model of in- struction on undergraduate multimedia students at CSUN TechTrends, 57(6), 14-27
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Fulton K (2012) Upside down and inside out Flip your classroom to im- prove student learning Learning and Leading with Technology, 38 (9), 12-17
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Karimi, M., & Hamzavi, R. (2017). The Effect of Flipped Model of Instruction on EFL Learners' Reading Comprehension: Learners' Attitudes in Focus. Ad vances In Language And Literary Studies, 8(1), 95.
Kirmizi, F. (2010) Relationship between reading comprehension strategy use and daily free reading time. Procedia Social And Behavioral Sciences, 2(2), 4752-4756
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Paris SG. Wasik, BA, & Turmer, JC (1996). The development of strategic readers In R. Barn, ML. Kamil PB. Mosenthal, & PD Pearson (Eds.), Hand- book of Reading Research (vol. 2, pp. 609-640). Mahwah: LEA
-Renshaw, P. (1998) Sociocultural Pedagogy for New Times Reframing Key Concepts. Australian Educational Researcher Tol 25 No 3
-Rogoff. B. (1990) Apprenticeship in thinlang cognitive development in zocial contest New York: Oxford University Press
-Strayer. J (2012) How learning in an averted classroom influences coopera- tion, innovation and task orientation, Learning Entronuments Research 152 171-193
-Tucker, B. (2012). The flipped classroom Education Next, 12(1), 82. Retrieved January 5, 2019 from http://educationnext org/theflipped-classroom/ Vygotsky, 1. S. (1986) Thought and language. Cambridge, MA: MIT Press
Abaeian, H., & Samach, L. (2016). The effect of flipped classroom on Iranian EFI. leamers' 12 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295-304.
Alexander, PA., & Jetton, T.L. (2000). Learning from text: A multidimensional and developmental perspective. In Kamil, M., Mosenthal, P., Pearson, P., & Barr, R. Handbook of reading research. Marwah, NJ: Erlbaum
-Ambrose, SA, Bridges, M.W, DiPietro, M., Lovett, MC, & Norman, M.K. (2010) How learning works: Seven research-based principles for smart teach ing San Francisco, CA: Jossey-Bass
Anderson, L.W, Krathwohl, D.R., & Bloom, B.S. (2001). A taxonomy for learning, teaching, and assessing. A revision of Bloom's taxonomy of educa tional objectives. London, UK: Longman.
-Applegate, M. D, Quinn, K. B., & Applegate, A. J. (2002). Levels of thinking required by comprehension questions in informal reading inventories. Reading Teacher, (52)6, 174-180
-Baddeley, A., Eysenck, M. W. & Anderson, M. C. (2009). Memory New York Psychology Press
Baker, L. & Brown, A L (1984) Metacognitive skills and reading In PD. Pearson, ed, Handbook of Reading Research, Vol 1 (pp. 353-394) New York Longman
Bennet, B. Kern, J. Gudenrath, A., & Mcintosh, P. (2012). The flipped class revealed. The Daily Riff Retrieved January 3, 2019 from http//www.thedai- lyriff.com articles the-flipped-class-what-does-a-good-one-look-like-692 php
Bergman. J. & Sams, A. (2012) Flip Your Classroom Reach Every Student in Every Class Every Day. International Society for Technology in Education, Eugene
Bergmann, J., Overmyer. J. & Wilie, B (2012) The fupped class Myths vs. reality The Daily Ruff Retrieved January 5, 2019 from http://www.thedailyr iff com articles the-flipped-class-conversation-689 php
-Boucher, B., Robertson. E. Wunner, R. & Sanders, B. (2013) Flipping" JALLILONIYAT-VW25-31 20 texas State University's physical therapist musculoskeletal curriculum Im plementation of a Hybrid leaming model. Journal of Physical Therapy Edhi- cation, 27(3), 72-77.
- Cain, K., Oakhill, J., & Bryant, P (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and compo nent skills. Journal of Educational Psychology 96 31 -42
Chang, V. & Fisher, D. (2003). The validation and application of a new leam ing environment instrument for online learning in higher education In Kh ine, M., & Fisher, D. (2003). Technology-rich learning environments. London World scientific
Cole, M., & Engestrom, Y. (1995) Commentary Human Development. 38(1), 9-24. Basel: S Karger AG
-Conklin, W. (2012). Higher-Order Thinking Skills to Develop 21st Century Learners. Huntington Beach Shell Education
Correa, M. (2015). Flipping the Foreign Language Classroom and Critical Pedagogies Higher Education For The Future, 2(2), 114-125.
Cronbach L. J. (1977). Educational psychology (3ª ed.). New York, NY Har court Brace Jovanovich
Enfield, K. (2013) Looking at the impact of the flipped classroom model of in- struction on undergraduate multimedia students at CSUN TechTrends, 57(6), 14-27
Fitts, PM (1962) Factors in complex skill training In R. Glaser (Ed), Train- ing research and education Pittsburgh, Penin: University of Pittsburgh Press
-Freeman, S. Eddy, S. McDonough. M, Smith, M. Okoroafor, N., Jordi, H., & Wenderoth. M. (2014). Active learning increases student performance in science, engineering, and mathematics Proceedings of The National Academy of Sciences, 11123), 8410-8415
Fulton K (2012) Upside down and inside out Flip your classroom to im- prove student learning Learning and Leading with Technology, 38 (9), 12-17
Grabe, W. P. & Stoller, F. L. (2013) Teaching and Researching: Reading ed) London Routledge
-Hamden, N. McKnight, PE, McKnight. K., & Arfstrom, K. (2013). Arview of fupped learning Flipped Learning Nerwork. Upper Saddle River, NJ. Pear- son Education
-Hashemifardnia, A., Namaziandost, E., & Shafiee, S. (2018). The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension. Theory And Practice In Language Studies, 8(6), 665.
Karimi, M., & Hamzavi, R. (2017). The Effect of Flipped Model of Instruction on EFL Learners' Reading Comprehension: Learners' Attitudes in Focus. Ad vances In Language And Literary Studies, 8(1), 95.
Kirmizi, F. (2010) Relationship between reading comprehension strategy use and daily free reading time. Procedia Social And Behavioral Sciences, 2(2), 4752-4756
-Lage, M., Platt, G., & Treglia, M. (2000) Inverting the Classroom A Gateway to Creating an Inclusive Leaming Environment. The Journal of Economic Ed- ucation, 31(1), 30
-Lantolf, J. P. & Thome, S.L. (2006) Sociocultural theory and the genesis of second language development Oxford: Oxford University Press
-Le. T. (2002) Collaborate to learn and leam to collaborate. In Proc 7th World Conference on Computers in Education, Copenhagen, Denmark ACM
-Mazuu, E. (2009) Education Farewell, Lecture? Science, 323(5910), 50-51. Ohta, A. S. (2001). Second language acquisition processes in the classroom Learning Japanese. Mahwah, NJ Lawrence Erlbaum
Paris SG. Wasik, BA, & Turmer, JC (1996). The development of strategic readers In R. Barn, ML. Kamil PB. Mosenthal, & PD Pearson (Eds.), Hand- book of Reading Research (vol. 2, pp. 609-640). Mahwah: LEA
-Renshaw, P. (1998) Sociocultural Pedagogy for New Times Reframing Key Concepts. Australian Educational Researcher Tol 25 No 3
-Rogoff. B. (1990) Apprenticeship in thinlang cognitive development in zocial contest New York: Oxford University Press
-Strayer. J (2012) How learning in an averted classroom influences coopera- tion, innovation and task orientation, Learning Entronuments Research 152 171-193
-Tucker, B. (2012). The flipped classroom Education Next, 12(1), 82. Retrieved January 5, 2019 from http://educationnext org/theflipped-classroom/ Vygotsky, 1. S. (1986) Thought and language. Cambridge, MA: MIT Press