Anahita Sheikhipour; Mahmood Hashemian; Ali Roohani
Abstract
The flipped teaching has nowadays become a new movement in teaching and is getting pervasive in the educational system. The goal of this study was to explore if there was any significant difference between L2 learners’ oral complexity, accuracy, and fluency (CAF) in flipped and traditional classes. ...
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The flipped teaching has nowadays become a new movement in teaching and is getting pervasive in the educational system. The goal of this study was to explore if there was any significant difference between L2 learners’ oral complexity, accuracy, and fluency (CAF) in flipped and traditional classes. To do so, both traditional and filpped classes were resorted to in order to see which class matched the students’ needs. Moreover, this study was done to find out if it had any significant effect on the learners’ motivation, self-efficacy, engagement, self-confidence, and autonomy. Via an OPT, 40 homogenous, lower-intermediate students were chosen from a language school in Isfahan, Iran. Then, they were randomly assigned to experimental 1 and 1 control groups. Initially, all the students attended an interview session and their responses were audio-recorded; then, 2 teachers scored their responses to make certain the interviews enjoyed reliability. Afterward, the students took a pretest with 2 questions relevant to their actual life and the grammar they would acquire in the course of the treatment. After taking 4 treatment sessions, the students received a posttest to see how much they had progressed during the 4 treatment sessions. Also, a questionnaire was adapted from another study to figure out the students’ satisfaction regarding this type of teaching. The results revealed that the flipped class increased the students’ motivation, self-efficacy, engagement, self-confidence, and autonomy. However, no significant difference was seen between the learners in the flipped class and those in the traditional class, as far as oral CAF was concerend. Based on the students’ answers to the questionnaire, most were satisfied with the flipped model. To conclude, materials developers and syllabus designers should modify instructional materials and books taught in language schools and add some parts to them in line witth technology to satisfy digital natives.
Mobina Rahnama; Alireza Ahmadi; Seyyed Ayatollah Razmjoo; Omid Mazandarani
Abstract
The debate continues on what features of oral performance are influenced by oral feedback. The present study tries to provide an answer to this question in an EFL context. To this end the effect of six different modes of oral feedback on the features of oral complexity and accuracy was investigated using ...
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The debate continues on what features of oral performance are influenced by oral feedback. The present study tries to provide an answer to this question in an EFL context. To this end the effect of six different modes of oral feedback on the features of oral complexity and accuracy was investigated using data from 66 Iranian EFL learners who were selected conveniently from the Iran Language Institute. The participants were divided into experimental and control groups at two different levels of elementary and pre-intermediate. The experimental groups were presented with six different types of oral feedback modes (recasts, clarification requests, metalinguistic, praising, elicitation, and repetition) and at the end of the research they were tested by an in-class oral test to measure their complexity and accuracy (CA). To compare the participants’ oral features, a Wilcoxon Signed Rank Test and a Mann-Whitney U Test were run. The results indicated that complexity and accuracy significantly improved among the groups, moreover; there were significant differences in the post-tests between both elementary and pre-intermediate levels regarding CA. The results further indicated that Iranian learners of English would have fewer errors and would be more accurate when receiving oral feedback modes. The study highlights the complex relationship that exists between features of oral performance. The findings of the present study can have theoretical and practical implications for syllabus designers, teacher trainers, and testing researchers.
Leila Ahmadpour; Mohammad Hossein Yousefi
Abstract
The present study was an attempt to investigate the effectiveness of mobile-assisted language learning (MALL) in comparison to lack of it in improving learners’ writing accuracy, fluency, and complexity. To this end, a total of 39 English as a foreign language learners took part in the study. In ...
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The present study was an attempt to investigate the effectiveness of mobile-assisted language learning (MALL) in comparison to lack of it in improving learners’ writing accuracy, fluency, and complexity. To this end, a total of 39 English as a foreign language learners took part in the study. In the experimental group, learners were exposed to technologically enhanced writing practices through the Telegram application, where they were engaged in a collaborative writing task accomplished through interaction by the peers and the teacher as group members. The control group learners, on the contrary, wrote about the same topics on the paper without any collaboration from others. The results of statistical analysis revealed that although the writing fluency and complexity of experimental learners flourished in comparison to their control peers, the accuracy dimension followed a reverse pattern. In other words, control group learners were the ones who could improve their writing accuracy.The results are discussed in light of the assumption that synchronous interaction provides learners with more opportunities to write using a syntactically complex and fluent language which are in a trade-off relation with accuracy.
