Mahmoud Nabilou; Abbas Ali Zarei
Abstract
This study explored the effect of three models of flipped learning through shad application on lexical and grammatical knowledge of Iranian high school EFL learners. 120 male pre-intermediate English learners took part in the study. They were placed in four groups (three experimental and one control) ...
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This study explored the effect of three models of flipped learning through shad application on lexical and grammatical knowledge of Iranian high school EFL learners. 120 male pre-intermediate English learners took part in the study. They were placed in four groups (three experimental and one control) based on their performance on a placement test. The control group received conventional methods of teaching while experimental group one was taught through traditional flipping, experimental group two through demonstration-based instruction, and experimental group three through double-flipped instruction. Data were collected using pretests and posttests of lexical and grammatical knowledge. The results of ANCOVA showed that generally, the learners in the three experimental groups performed better than the control group, suggesting that using flipped instruction was effective in teaching lexical items and grammatical structures. The findings of this study can have valuable implications for those who are involved in learning and teaching English, materials preparation, and curriculum development.
Nouroddin Yousofi; Saba Bashiri
Abstract
This study gives an account of a mixed-methods exploration of the impacts of a mobile-based flipped classroom on Iranian EFL learners’ writing proficiency. The participants were selected in a non-random convenient sampling procedure. Two intact classes (N=30) of upper-intermediate EFL learners ...
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This study gives an account of a mixed-methods exploration of the impacts of a mobile-based flipped classroom on Iranian EFL learners’ writing proficiency. The participants were selected in a non-random convenient sampling procedure. Two intact classes (N=30) of upper-intermediate EFL learners were randomly assigned into experimental and control groups. The quantitative and qualitative data were gathered via pre-and post-test scores and individual semi-structured interviews on WhatsApp. To measure groups’ differences in their writing proficiency, independent and paired samples t-tests statistical techniques were used, along with open thematic coding to analyze the interview data regarding the experimental group’s perceptions on the mobile-flipped writing course. Quantitative results showed that the post-test mean score of the experimental group was significantly higher than that of the control group at p=0.05. Furthermore, the mobile-based flipped learning provided the experimental group with some features that contributed to the course effectiveness, including fostering self-confidence, preparation, and pre-class practice, as well as autonomous and independent learning. It should be mentioned that some factors related to the pre-class sessions made some obstacles for the experimental group, including being cost- and time-consuming. This study can have valuable implications for the stakeholders in the field of language education in general and those who intend to conduct effective flipped EFL courses in particular.
Elham shooli; Fariba Rahimi Esfahani; Mehrdad Sepehri
Abstract
As a model for a new pedagogical approach, Flipped Instruction has been recently exploited as a worldwide modern technique where the actual classroom activities following assignments in conventional classroom are reversed in a logical sequence which often seems to integrate or supplement with instructional ...
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As a model for a new pedagogical approach, Flipped Instruction has been recently exploited as a worldwide modern technique where the actual classroom activities following assignments in conventional classroom are reversed in a logical sequence which often seems to integrate or supplement with instructional materials in video or PowerPoint forms. The current research strives to illuminate the effect of flipped classroom (FC) instruction on the achievements in macro/micro EFL writing subskills of Iranian upper intermediate students. For the purpose of this experiment, 78 male and female upper intermediate EFL learners aged 25-38 were selected from three language schools in Ahvaz based on their scores on the Quick Oxford Placement Test, and then equally divided into control and experimental groups. An IELTS argumentative essay was used as the main tool of the study which was considered both as a pretest and a posttest. Used as a pretest, the IETLS argumentative essay was meant to support the fact that both groups were of similar status with regard to the writing proficiency. Besides, the posttest was used to assess any distinguishing features between the two groups due to the treatment. The control group experienced the conventional classroom instruction whilst the experimental group received FC instruction. To address the research questions, a descriptive statistics and two one-way MANOVAs were implemented. The results indicated that the students treated with FC scored statistically higher on the macro-subskills and micro-subskills than the students experienced conventional instruction. The statistical analysis of the quantitative data revealed that FC was an efficient means of developing writing subskills for the Iranian EFL learners. Moreover, results indicated a certain amount of pedagogical implications for teachers, learners, curriculum designers, and administrators.
