THE EFFECT OF ENGLISH COURSE DESIGNED BY FLIPPED LEARNING MODEL ON STUDENTS’ ENGAGEMENT, ANXIETY AND ATTITUDE

Abstract

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.