Quantitative research
Parya Tadayyon; Farahman Farrokhi
Abstract
Working memory (WM) plays a pivotal role in complex cognitive tasks such as writing. As writing in a foreign language is a cognitively demanding task in the Iranian context and requires the integration of cognitive and strategic planning processes, the present study aimed to investigate the role of WM ...
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Working memory (WM) plays a pivotal role in complex cognitive tasks such as writing. As writing in a foreign language is a cognitively demanding task in the Iranian context and requires the integration of cognitive and strategic planning processes, the present study aimed to investigate the role of WM capacity in predicting syntactic complexity of argumentative writing tasks performed by Iranian female EFL upper-intermediate learners under two distinct guided strategic planning approaches: form-focused (FF) and content-focused (CF). After a careful selection of 90 upper-intermediate learners based on Oxford Quick Placement Test (OQPT), an automated working memory operation span test was employed. Next, the participants were assigned into two groups: FF and CF (45 participants in each group). The participants in each group were guided on how to pre-plan their argumentative writings during four sessions (two sessions for each group, held on the same day). Following these sessions, the participants were asked to write an argumentative writing using the pre-planning strategies already explained. Results from structural equation modeling (SEM) revealed that WM strongly predicted syntactic complexity in both groups; however, this prediction was superior in the CF group. The findings reveal the potential of WM as a significant factor in predicting the syntactic complexity of CF strategic planning, impacting overall writing quality. This study contributes to understanding how cognitive factors influence pre-planning writing strategies in language learners and have implications for the instruction of pre-planning for L2 learners, considering the importance of WM.
Vahid Norouzi Larsari; Farahman Farrokhi
Abstract
The realm of education has experienced significant transformation driven by swift advancements in technology, leading to the rise of virtual learning as a key instructional approach. Within this context, the Flipped Classroom (FC) model has gained prominence as a modern and innovative methodology. This ...
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The realm of education has experienced significant transformation driven by swift advancements in technology, leading to the rise of virtual learning as a key instructional approach. Within this context, the Flipped Classroom (FC) model has gained prominence as a modern and innovative methodology. This model inverts the traditional classroom structure, contrasting with conventional classroom practices by frequently incorporating instructional content through videos or PowerPoint presentations. The study investigated the effect of FC model on sixth-grade students’ self-efficacy in Iran. Employing a quantitative research approach, 100 male sixth graders aged 12-13 were chosen in accordance with their English proficiency Test scores. Then, these participants were divided into a control group, experiencingtraditional classroom teaching, and an experimental group, undergoing FC instruction using the Shad application platform. The study spanned two months, covering key English Grammar objectives. Both groups took a pre-test at the beginning, followed by 16 sessions of grammar instruction. A post-test assessed the teaching impact. Independent-Samples t-tests compared the two groups’ post-test means. The findings demonstrated a significant performance improvement in the experimental group when compared to the control group. This suggests potential benefits for educators, policymakers, and institutions in adopting FC methods to improve academic literacy and student perceptions of virtual learning.
