Document Type : research paper
Authors
1 English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 Department of Linguistics and Language Teaching, Payame Noor University, Tehran, and English department , Isfahan Khorasgan Branch, Islamic Azad University
3 English Department, khorasgan Branch, Islamic Azad University, Esfahan, Iran
Abstract
This study investigates the impact of computer-supported input enhancement techniques on the mastery of parallel structures in essay writing among EFL learners within the contexts of flipped online and face-to-face instruction. A comparative analysis of the effectiveness of these techniques is conducted between the two instructional settings. The research involved 75 participants, randomly divided into three groups: flipped online (n=25), flipped face-to-face (n=23), and a control group (n=27). In the flipped online class, students accessed pre-recorded videos one week before class and received online feedback on their essays. In the flipped face-to-face class, students received printed notes highlighting relevant structures for each session. The control group followed their regular instructional method without any specific intervention. At the semester's conclusion, all participants completed a post-test essay assessment to evaluate their proficiency in utilizing parallel structures. The findings reveal that the flipped online group demonstrated the highest proficiency in employing parallel structures, emphasizing the efficacy of computer-supported input enhancement techniques in the online, flipped approach. Additionally, the flipped face-to-face group exhibited improvement compared to the control group, highlighting the potential benefits of input enhancement in the face-to-face flipped approach. These results offer empirical evidence supporting the effectiveness of input enhancement techniques and underscore the significance of explicit instruction and practice in language learning. The integration of these techniques by language instructors and curriculum developers holds promise for enhancing the acquisition and application of parallel structures in language learning settings.
Keywords
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Investigating the effects of the flipped classroom model on Omani EFL learners’ motivation level in English speaking performance. Education and Information Technologies, 24, 2975-2995. https://doi.org/10.1007/s10639-019-9911-5
Aghaei, K., Rajabi, M., Lie, K. Y., & Ajam, F. (2020). Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom. Education and Information Technologies, 25, 1607-1623. https://doi.org/10.1007/s10639-019-10039-9
Ahmed, M. A. E. A. S. (2016). The effect of a flipping classroom on writing skill in English as a foreign language and students’ attitude towards flipping. US-China Foreign Language, 14(2), 98-114. https://doi.org/10.17265/1539-8080/2016.02.003
Al-Shammari, A. H., & Sahiouni, A. A. (2023). Impact of textual enhancement and input processing on syntactic development of EFL university students in Kuwait. Education and Information Technologies, 28, 1-17. https://doi.org/10.1007/s10639-023-11799-1
Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. https://doi.org/10.1016/j.compedu.2014.06.006
Bahaziq, A. (2016). Cohesive devices in written discourse: A discourse analysis of a student's essay writing. English Language Teaching, 9(7),112-119. https://doi.org/10.5539/elt.v9n7p112
Bakhshandeh, S., & Jafari, K. (2018). The effects of input enhancement and explicit instruction on developing Iranian lower-intermediate EFL learners’ explicit knowledge of passive voice. Asian-Pacific Journal of Second and Foreign Language Education, 3, 1-18. https://doi.org/10.1186/s40862-018-0060-4
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37. https://doi.org/10.17718/tojde.72185
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education. Retrieved from: https://www.daneshnamehicsa.ir/userfiles/files/1/17%20Flip%20Your%20Classroom_%20Reach%20Every%20Student%20in%20Every%20 Class%20Every%20Day%20%28ASCD%29.pdf
Bervell, B., & Arkorful, V. (2020). LMS-enabled blended learning utilization in distance tertiary education: establishing the relationships among facilitating conditions, voluntariness of use and use behaviour. International Journal of Educational Technology in Higher Education, 17(1), 1-16. https://doi.org/10.1186/s41239-020-0183-9
Çakiroğlu, Ü. & Öztürk, M. (2023). Microanalytic evaluation of students’ selfregulated learning in flipped EFL instruction. Journal of Computing in Higher Education, 35 (3), 1-28. https://doi.org/10.1007/s12528-023-09368-z
Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 26(4), 3743-3769. https://doi.org/10.1007/s10639-021-10434-1
Chang, M. M., & Lan, S. W. (2021). Flipping an EFL classroom with the LINE application: students’ performance and perceptions. Journal of Computers in Education, 8, 267-287. https://doi.org/10.1007/s40692-020-00179-0
Chen, M. R. A., Hwang, G. J., & Chang, Y. Y. (2019). A reflective thinking‐promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50(5), 2288-2307. https://doi.org/10.1111/bjet.12823
Chen Hsieh, J. S., Wu, W. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30 (1), 1-21. https://doi.org/10.1080/09588221.2015.1111910
Cherney, I. D. (2008). The effects of active learning on students' memories for course content. Active Learning in Higher Education, 9(2), 152-171. https://doi.org/10.1177/1469787408090841
Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers & Education, 48(3), 409-426. https://doi.org/10.1016/j.compedu.2005.02.004
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level informationsystems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. https://doi.org/10.1007/s11423-013-9305-6
DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New ideas in Psychology, 18(2-3),187-213. https://doi.org/10.1016/S0732-118X(00)00008-8
Dincer, N., & Polat, M. (2022). The use of flipped learning in EFL grammar instruction. Asian Journal of Distance Education, 17(1), 88-108.
Dobakhti, L., Zohrabi, M., & Masoudi, S. (2023). Scrutinizing the utility of flipped and online instructions for ameliorating EFL learners' writing ability. Journal of Modern Research in English Language Studies, 10(3), 71-94. https://doi.org/10.30479/jmrels.2023.18587.2192
Ebadi, S., Nozari, F., & Salman, A. R. (2022). Investigating the effects of flipped vocabulary learning via an online dictionary on EFL learners' listening comprehension. Smart Learning Environments, 9(1), 1-15. https://doi.org/10.1186/s40561-022-00209-7
Fakher Ajabshir, Z. (2022). The relative efficacy of input enhancement, input flooding, and output-based instructional approaches in the acquisition of L2 request modifiers. Language Teaching Research, 26(3), 411-433. https://doi.org/10.1177/1362168819896655
Fakhrzadeh, S., & Yazdanjoo, S. (2020). The impact of using input enhancement techniques in the use of frequent collocations via reading on restatement in writing of Iranian intermediate EFL learners. MEXTESOL Journal, 44(3), 1-22. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1311123.pdf
Fischer, I. D., & Yang, J. C. (2022). Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills. International Journal of Educational Technology in Higher Education, 19(1), 1-24. https://doi.org/10.1186/s41239-022-00320-2
Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39-49. https://doi.org/10.1177/1469787415616726
Gok, D., Bozoglan, H., & Bozoglan, B. (2023). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning, 36(4), 840-860. https://doi.org/10.1080/09588221.2021.1950191
Han, H., Røkenes, F. M., & Krumsvik, R. J. (2023). Student teachers’ perceptions of flipped classroom in EFL teacher education. Education and Information Technologies, 29 (1), 1-20. https://doi.org/10.1007/s10639-023-11839-w
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473. https://doi.org/10.1007/s40692-015-0043-0
Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., Liu, K. S. X., & Park, M. (2022). A scoping review on flipped classroom approach in language education: Challenges, implications and an interaction model. Computer Assisted Language Learning, 35(5-6), 1218-1249. https://doi.org/10.1080/09588221.2020.1789171
Karaca, C., & Ocak, M. A. (2017). Effect of flipped learning on cognitive load: A higher education research. Journal of Learning and Teaching in Digital Age, 2(1), 20-27. Retrieved from: https://dergipark.org.tr/en/download/article-file/1175587
Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. Pearson.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flip classroom approach to improving students' learning performance in a mathematics course. Computers & Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
Lin, H. C., & Chen, M. Y. (2018). Highlighting parallel structures in English writing: Effects on awareness and use. RELC Journal, 49(1), 3-16. https://doi.org/10.1177/0033688218787560
Lin, L. C., Hung, I. C., Kinshuk, & Chen, N. S. (2019). The impact of student engagement on learning outcomes in a cyber-flipped course. Educational Technology Research and Development, 67, 1573-1591. https://doi.org/10.1007/s11423-019-09698-9
Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5(2), 177-193. https://doi.org/10.1017/S0272263100004848
Loewen, S., & Inceoglu, S. (2016). The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense. Studies in Second Language Learning and Teaching, 6(1), 89-110. https://doi.org/10.14746/ssllt.2016.6.1.5
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(3), 399-432. https://doi.org/10.1017/S0272263104263021
Nabilou, M., & Zarei, A. A. (2023). The effects of three types of flipped learning through Shad application on EFL learners’ lexical and grammatical achievement. Journal of Modern Research in English Language Studies, 10(4), 113-133. https://doi.org/10.30479/jmrels.2023.18868.2219
Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ selfefficacy and gender in the flipped classroom model. Education and Information Technologies, 25(5), 4041-4055. https://doi.org/10.1007/s10639-020-10167-7
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417-528. https://doi.org/10.1111/0023-8333.00136
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
Park, Y., & Oh, R. (2018). The effects of syntactic enhancement on EFL reading fluency for secondary school students. The Asia-Pacific Education Researcher, 27, 325-333. https://doi.org/10.1007/s40299-018-0389-y
Piaget, J. (1967). Construction of reality in the child. Ballantine Books. Polat, E., Hopcan, S., & Arslantaş, T. K. (2022). The association between flipped learning readiness, engagement, social anxiety, and achievement in online flipped classrooms: a structural equational modeling. Education and Information Technologies, 27(8), 11781-11806. https://doi.org/10.1007/s10639-022-11083-8
Powell, P. A., & Bailey, E. P. (2009). Practical writer with readings. CengageLearning.
Qader, R. O., & Yalcin Arslan, F. (2019). The effect of flipped classroom instruction in writing: A case study with Iraqi EFL learners. Teaching English with Technology, 19(1), 36-55.
Rahimi, M. (2009). The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: is learner’s mother tongue relevant? Reading and Writing, 22, 219-243. https://doi.org/10.1007/s11145-008-9139-5
RahmtAllah, E. A. E. (2020). EFL students' coherence skill in writing: A case study of third year students of bachelors in English language. English Language Teaching, 13(8), 120-126. https://doi.org/10.5539/elt.v13n8p120
Rott, S. (2007). The effect of frequency of input‐enhancements on word learning and text comprehension. Language Learning, 57(2), 165-199. https://doi.org/10.1111/j.1467-9922.2007.00406.x
Şahin, M., & Yurdugül, H. (2022). Learners’ needs in online learning environments and third generation learning management systems (LMS3.0). Technology, Knowledge and Learning, 1-16. https://doi.org/10.1007/s10758-020-09479-x
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. https://doi.org/10.1093/applin/11.2.129
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 209-241.
Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15(2), 165-179. https://doi.org/10.1017/S0272263100011943
Shooli, E., Rahimi Esfahani, F., & Sepehri, M. (2021). Impacts of flipped classroom on micro/macro writing subskills in Iranian EFL context. Journal of Modern Research in English Language Studies, 8(4), 85-109. https://doi.org/10.30479/jmrels.2020.13367.1649
Simard, D. (2009). Differential effects of textual enhancement formats on intake. System, 37(1), 124-135. https://doi.org/10.1016/j.system.2008.06.005
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3),307-324. https://doi.org/10.1080/13562517.2017.1379481
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. https://doi.org/10.1007/s10984-012-9108-4
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1016/0364-0213(88)90023-7
Tomas, L., Evans, N. S., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(1), 1-22. https://doi.org/10.1186/s41239-019-0135-4.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Worden, D. (2015). Developing writing concepts for teaching purposes: Preservice L2 writing teachers’ developing conceptual understanding of parallelism. Journal of Second Language Writing, 30, 19-30. https://doi.org/10.1016/j.jslw.2015.08.001
Wu, W. C. V., Yang, J. C., Scott Chen Hsieh, J., & Yamamoto, T. (2020). Free from demotivation in EFL writing: The use of online flipped writing instruction. Computer Assisted Language Learning, 33(4), 353-387. https://doi.org/10.1080/09588221.2019.1567556
Yousofi, N., & Bashiri, S. (2023). Exploring the impact of mobile-flipped classrooms on Iranian EFL learners' writing proficiency. Journal of Modern Research in English Language Studies, 10(2), 91-117. https://doi.org/10.30479/jmrels.2022.17525.2093
Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228. https://doi.org/10.1007/s40692-020-00153-w
)