Document Type : research paper


1 Allameh Tabataba'i University, Tehran, Iran

2 Associate Professor of Allameh Tabataba'i University Tehran, Iran

3 Professor of Allameh Tabataba'i University, Tehran, Iran,

4 Professor of Allameh Tabataba'i University, Tehran, Iran


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.


Article Title [Persian]

طراحی و اعتباریابی الگوی یادگیری معکوس به منظور افزایش تدریس مسأله‌محور در مدرسان آموزش عالی برای تدریس زبان انگلیسی

Authors [Persian]

  • شیلا سلیمانی 1
  • خدیجه علی آبادی 2
  • اسماعیل زارعی زوارکی 3
  • علی دلاور 4

1 دانشگاه علامه طباطبائی، تهران، ایران

2 دانشیار دانشگاه علامه طباطبائی، دانشکده روانشناسی و علوم تربیتی، تهران، ایران

3 استاد تمام دانشگاه علامه طباطبائی،دانشکده روانشناسی و علوم تربیتی، تهران، ایران

4 استاد تمام دانشگاه علامه طباطبائی،دانشکده روانشناسی و علوم تربیتی، گروه سنجش و اندازه گیری

Abstract [Persian]

این مقاله چارچوبی را برای شناسایی، طراحی و اعتباریابی الگوی یادگیری معکوس به منظور تقویت رویکرد تدریس مبتنی بر مسألة در مدرسان آموزش عالی در آموزش زبان انگلیسی ارائه می‌دهد. همچنین، این مقاله در تلاش است تا یک طرح کلی برای طراحی الگوی آموزشی به عنوان یک راهبرد بهبود تدریس و یادگیری زبان انگلیسی پیشنهاد دهد. تحقیق حاضر یک تحقیق ترکیبی و کاربردی است. در مرحله کیفی، بررسی سیستماتیک 137 سند مکتوب و الکترونیکی برای شناسایی اجزای الگو انجام شد. همچنین برای جمع آوری داده ها مصاحبه عمیق با 32 نفر از کارشناسان موجود و هدفمند انجام شد. سپس از تحلیل محتوای کیفی استقرایی به عنوان روش شناسی استفاده گردید. برای تأیید مؤلفه‌های به‌دست‌آمده، CVR و CVI در بخش کمی با حضور 25 متخصص در دسترس انجام شد. عناصر تأثیرگذار نهایی در شکل‌گیری الگو در 6 مؤلفه اصلی (کد انتخابی)، 18 مؤلفه فرعی (کد محوری) و 94 ویژگی (کد باز) تعیین و تأیید شدند. بر اساس نتایج CVR = 0.9، CVI = 1 و پایایی پرسشنامه r = 0.83، تمام 118 مؤلفه تأیید شد. فعالیت های قبل، حین و بعد از کلاس به طور جداگانه همراه با فعالیت های مستقل معلم و فراگیران تایید شد. نتایج حاکی از قابل قبول بودن شاخص های الگو بود و نشان داد که انتخاب روش تدریس صحیح با طراحی آگاهانه، مشکلات یاددهی-یادگیری زبان انگلیسی را با توجه به دیدگاه کارشناسان حل خواهد کرد. علاوه بر این، نه تنها به مربیان و زبان آموزان انگلیسی در نحوه برنامه ریزی کمک می کند، بلکه آنها را تشویق می کند تا از آن در زمینه های مختلف استفاده نمایند.

Keywords [Persian]

  • یادگیری
  • الگوی کلاس معکوس
  • تدریس
  • رویکرد تدریس مسئله محور
  • زبان انگلیسی
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