FLIPPED CLASSROOM MODEL WITH YOUNG LEARNERS’ VOCABULARY LEARNING IN PRIMARY ELT CLASSROOMS

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dc.contributor.authorSık, Pinar
dc.contributor.authorTopkaya, Ece Zehır
dc.date.accessioned2025-05-29T05:21:17Z
dc.date.available2025-05-29T05:21:17Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33) groups. The quantitative data related to vocabulary learning were collected through three measurement tests. The qualitative data were obtained via semi-structured face-to-face interviews with 19 volunteer students from the experimental group. The results revealed that the levels of vocabulary learning and retention for the experimental group students were statistically significantly higher than those of the control group students (p< 0.05). The qualitative data analysis also confirmed the effectiveness of the model for vocabulary learning and revealed its efficiency for language classes of young English language learners. Accordingly, suggestions were made for the FCM implementation.
dc.identifier.doi10.17718/tojde.1213698
dc.identifier.endpage333
dc.identifier.issn1302-6488
dc.identifier.issue1
dc.identifier.startpage302
dc.identifier.urihttps://doi.org/10.17718/tojde.1213698
dc.identifier.urihttps://hdl.handle.net/20.500.12428/30533
dc.identifier.volume25
dc.language.isoen
dc.publisherAnadolu University
dc.relation.ispartofTurkish Online Journal of Distance Education
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20250529
dc.subjectFlipped classroom
dc.subjectyoung learners
dc.subjectELT
dc.subjectvocabulary learning
dc.titleFLIPPED CLASSROOM MODEL WITH YOUNG LEARNERS’ VOCABULARY LEARNING IN PRIMARY ELT CLASSROOMS
dc.typeResearch Article

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