THE IMPACT OF FLIPPED INSTRUCTIONAL APPROACH ON ESL LEARNERS' LITERARY AWARENESS / (Kayıt no. 284280)
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| 000 -BAŞLIK | |
|---|---|
| Sabit Uzunluktaki Kontrol Alanı | 04172nam a22002657a 4500 |
| 003 - KONTROL NUMARASI KİMLİĞİ | |
| Kontrol Alanı | KOHA_Geminibilgi |
| 005 - EN SON İŞLEM TARİHİ ve ZAMANI | |
| Kontrol Alanı | 20220429162721.0 |
| 008 - SABİT UZUNLUKTAKİ VERİ ÖGELERİ - GENEL BİLGİ | |
| Sabit Alan | 220429d2022 cy ||||| m||| 00| 0 eng d |
| 040 ## - KATALOGLAMA KAYNAĞI | |
| Özgün Kataloglama Kurumu | CY-NiCIU |
| Kataloglama Dili | eng |
| Çeviri Kurumu | CY-NiCIU |
| Açıklama Kuralları | rda |
| 041 ## - DİL KODU | |
| Metin ya da ses kaydının dil kodu | eng |
| 090 ## - Yerel Tasnif No | |
| tasnif no | D 300 |
| Cutter no | A49 2022 |
| 100 1# - KİŞİ ADI | |
| Yazar Adı (Kişi adı) | Agyei, Clifford |
| İsimle ilişkili tarihler | author |
| 245 14 - ESER ADI BİLDİRİMİ | |
| Başlık | THE IMPACT OF FLIPPED INSTRUCTIONAL APPROACH ON ESL LEARNERS' LITERARY AWARENESS / |
| Sorumluluk Bildirimi | CLIFFORD AGYEI; SUPERVISOR: ASSOC. DR. ÖZGE RAZI |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | 2022 |
| 300 ## - FİZİKSEL TANIMLAMA | |
| Sayfa, Cilt vb. | 189 sheets; |
| Boyutları | 31 cm. |
| Birlikteki Materyal | Includes CD |
| 336 ## - CONTENT TYPE | |
| Source | rdacontent |
| Content type term | text |
| Content type code | txt |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| Media type term | unmediated |
| Media type code | n |
| 338 ## - CARRIER TYPE | |
| Source | rdacarrier |
| Carrier type term | volume |
| Carrier type code | nc |
| 502 ## - TEZ NOTU | |
| Tez Notu | Thesis (PH.D.) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching Department |
| 504 ## - BİBLİYOGRAFİ NOTU | |
| Bibliyografi Notu | Includes bibliography (sheets 131-158) |
| 520 ## - ÖZET NOTU | |
| Özet notu | ABSTRACT<br/>Literary awareness is not only fundamental in English as a Second Language (ESL)<br/>competence or Science, Technology, Engineering and Mathematics (STEM) literacy<br/>but also considered a hone for the Theory of Mind development. However, students’<br/>interest and academic gains in the subject has been declining for over ten years now.<br/>Although stakeholders believe a more innovative pedagogy could reverse the trend,<br/>there is still a paucity of research in this area. Having our classrooms filled with<br/>digital natives who are disconnected from conventional education means a<br/>technology-integrated teaching could drive the required change. This is what the<br/>study is underpinned on. This research work is structured in two phases with each,<br/>using 320 senior high school Literature in English students in Ghana. The first part<br/>is aimed to extend the six original constructs of the Unified Theory of Acceptance<br/>and Use of Technology (UTAUT) model by introducing perceived self-efficacy,<br/>parent-school involvement, perceived behavioural control as well as experience<br/>expectancy, factors to find out high school students’ intensions and acceptance of<br/>Web-Based Instruction (WBI) for Flipped Instructional Approach (FIA). The<br/>outcome from the study’s newly introduced constructs revealed that performance<br/>expectancy, effort expectancy, parent-school involvement, perceived self-efficacy<br/>and experience expectancy positively influenced students’ behavioural intention to<br/>use WBI. On the contrary, the behavioural control’s effect on students intention to<br/>use WBI for FIA approach was found to be insignificant as opposed to many studies<br/>that supported the relationship of PBC and students’ intention to use WBI for FIA<br/>approach. The second section focused on identifying a suitable pedagogy for high<br/>school English Literature and considered the effect of FIA by testing its impact on<br/>students’ academic attainment and students’ learning preferences and attitudes on the<br/>approach as compared to the conventional teaching approach. While previous studies<br/>carried out on the topic generally adopted other experimental designs, this study<br/>adopted a more robust approach in assessing the interaction between the<br/>Conventional Teaching and the Flipped Instructional approaches. Data were<br/>collected through a two-way randomised controlled crossover experimental design in<br/>comparing the two teaching approaches. The findings indicated that students’<br/>learning attitude and preferences to use Flipped instructional approach within the<br/>context of teaching ESL students was significant in enhancing Literature in English.<br/>In a whole, this study provided new insights into not only the use of a randomised<br/>crossover design in the adoption of Flipped Instructional and Conventional Teaching<br/>approaches but also highlighted the design’s effectiveness in studies on all the three<br/>genres of Literature -poetry, prose and drama. Additionally, the current research<br/>concluded that studies done in an attempt to identify effective teaching approaches in<br/>high school literature should factor into consideration, students’ learning preferences<br/>and attitudes. |
| 650 #0 - KONU BAŞLIĞI EK GİRİŞ - KONU TERİMİ | |
| Konusal terim veya coğrafi ad | English language |
| Alt başlık biçimi | Dissertations, Academic |
| 700 1# - EK GİRİŞ - KİŞİ ADI | |
| Yazar Adı (Kişi adı) | Razı, Özge |
| İlişkili Terim | supervisor |
| 942 ## - EK GİRİŞ ÖGELERİ (KOHA) | |
| Sınıflama Kaynağı | Dewey Onlu Sınıflama Sistemi |
| Materyal Türü | Thesis |
| Geri Çekilme Durumu | Kayıp Durumu | Sınıflandırma Kaynağı | Kredi için değil | Koleksiyon Kodu | Kalıcı Konum | Mevcut Konum | Raf Yeri | Kayıt Tarih | Source of acquisition | Yer Numarası | Demirbaş Numarası | Son Görülme Tarihi | Fatura Tarihi | Materyal Türü | Genel / Bağış Notu |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Onlu Sınıflama Sistemi | Tez Koleksiyonu | CIU LIBRARY | CIU LIBRARY | Tez Koleksiyonu | 29.04.2022 | Bağış | D 300 A49 2022 | T2678 | 29.04.2022 | 29.04.2022 | Thesis | English Language Teaching Department | |||
| Dewey Onlu Sınıflama Sistemi | CIU LIBRARY | CIU LIBRARY | Görsel İşitsel | 29.04.2022 | Bağış | D 300 A49 2022 | CDT2678 | 29.04.2022 | 29.04.2022 | Suppl. CD | English Language Teaching Department |