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The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

Author

Listed:
  • Parisa Abedi*

    (Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)

  • Ehsan Namaziandost

    (PhD Candidate in TEFL, Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)

  • Samira Akbari

    (Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)

Abstract

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

Suggested Citation

  • Parisa Abedi* & Ehsan Namaziandost & Samira Akbari, 2019. "The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill," English Literature and Language Review, Academic Research Publishing Group, vol. 5(9), pages 164-172, 09-2019.
    • Handle: RePEc:arp:ellrar:2019:p:164-172
    as

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    References listed on IDEAS

    as
    1. Adam Butt, 2014. "Student Views On The Use Of A Flipped Classroom Approach: Evidence From Australia," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 33-43.
    2. Sandi Findlay-Thompson & Peter Mombourquette, 2014. "Evaluation Of A Flipped Classroom In An Undergraduate Business Course," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 63-71.
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    Cited by:

    1. Gavin Yu, 2023. "Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 4, 2023," English Language Teaching, Canadian Center of Science and Education, vol. 16(4), pages 109-109, April.
    2. Raghad T Almutairi, 2023. "EFL Students' Reactions to Peer versus Teacher Feedback to Improve Writing Skills: A Study at Intermediate School Level," English Language Teaching, Canadian Center of Science and Education, vol. 16(4), pages 1-88, April.

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