The Effect of Flipped Classroom on Iranian EFL Learners\' Speech Act Production: Does Flip Type Make a Difference?
This study investigated the effect of two types of flipped classroom on the Iranian upper-intermediate EFL learners' appropriate use of refusals, apologies and requests. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran. The part...
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| Format: | Article |
| Language: | English |
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University of Hormozgan
2021-04-01
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| Series: | Iranian Evolutionary Educational Psychology Journal |
| Subjects: | |
| Online Access: | http://ieepj.hormozgan.ac.ir/article-1-271-en.pdf |
| _version_ | 1797293714313314304 |
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| author | Hasan Alibeigloo Hossein Ahmadi Faramarz AzizMalayeri |
| author_facet | Hasan Alibeigloo Hossein Ahmadi Faramarz AzizMalayeri |
| author_sort | Hasan Alibeigloo |
| collection | DOAJ |
| description | This study investigated the effect of two types of flipped classroom on the Iranian upper-intermediate EFL learners' appropriate use of refusals, apologies and requests. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran. The participants were selected based on convenience sampling in the form of three intact classes. Then, the three classes were randomly assigned to three groups namely, traditional flipping group, debate-oriented flipping group and non-flipping group. The three groups were exposed to 14 treatment sessions. Speech act instruction was offered to the flipping groups through explicit flipped instruction and to the non-flipping group through explicit non-flipped instruction. Moreover, a Multiple Choice Discourse Completion Test (WDCT) was administered to the participants to measure their speech act production ability at the pre-treatment and post-treatment, phases of the study. The results revealed that both types of flipped instruction had a significantly positive effect on the EFL learners' use of the speech acts (F=10.622, p<.0.05; F=19.358, p<.0.05; F=18.785, p<.0.05). Accordingly, EFL teachers are recommended to use flipping methods in an attempt to enhance EFL learners' appropriate use of speech acts. |
| first_indexed | 2024-03-07T21:18:05Z |
| format | Article |
| id | doaj.art-92a68f999b98449fb16e45f90b8b498f |
| institution | Directory Open Access Journal |
| issn | 2588-4395 |
| language | English |
| last_indexed | 2024-03-07T21:18:05Z |
| publishDate | 2021-04-01 |
| publisher | University of Hormozgan |
| record_format | Article |
| series | Iranian Evolutionary Educational Psychology Journal |
| spelling | doaj.art-92a68f999b98449fb16e45f90b8b498f2024-02-27T17:18:22ZengUniversity of HormozganIranian Evolutionary Educational Psychology Journal2588-43952021-04-0132118137The Effect of Flipped Classroom on Iranian EFL Learners\' Speech Act Production: Does Flip Type Make a Difference?Hasan Alibeigloo0Hossein Ahmadi1Faramarz AzizMalayeri2 Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran Assistant professor, Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran This study investigated the effect of two types of flipped classroom on the Iranian upper-intermediate EFL learners' appropriate use of refusals, apologies and requests. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran. The participants were selected based on convenience sampling in the form of three intact classes. Then, the three classes were randomly assigned to three groups namely, traditional flipping group, debate-oriented flipping group and non-flipping group. The three groups were exposed to 14 treatment sessions. Speech act instruction was offered to the flipping groups through explicit flipped instruction and to the non-flipping group through explicit non-flipped instruction. Moreover, a Multiple Choice Discourse Completion Test (WDCT) was administered to the participants to measure their speech act production ability at the pre-treatment and post-treatment, phases of the study. The results revealed that both types of flipped instruction had a significantly positive effect on the EFL learners' use of the speech acts (F=10.622, p<.0.05; F=19.358, p<.0.05; F=18.785, p<.0.05). Accordingly, EFL teachers are recommended to use flipping methods in an attempt to enhance EFL learners' appropriate use of speech acts.http://ieepj.hormozgan.ac.ir/article-1-271-en.pdfflipped instructionpragmaticsspeech acts |
| spellingShingle | Hasan Alibeigloo Hossein Ahmadi Faramarz AzizMalayeri The Effect of Flipped Classroom on Iranian EFL Learners\' Speech Act Production: Does Flip Type Make a Difference? Iranian Evolutionary Educational Psychology Journal flipped instruction pragmatics speech acts |
| title | The Effect of Flipped Classroom on Iranian EFL Learners\' Speech Act Production: Does Flip Type Make a Difference? |
| title_full | The Effect of Flipped Classroom on Iranian EFL Learners\' Speech Act Production: Does Flip Type Make a Difference? |
| title_fullStr | The Effect of Flipped Classroom on Iranian EFL Learners\' Speech Act Production: Does Flip Type Make a Difference? |
| title_full_unstemmed | The Effect of Flipped Classroom on Iranian EFL Learners\' Speech Act Production: Does Flip Type Make a Difference? |
| title_short | The Effect of Flipped Classroom on Iranian EFL Learners\' Speech Act Production: Does Flip Type Make a Difference? |
| title_sort | effect of flipped classroom on iranian efl learners speech act production does flip type make a difference |
| topic | flipped instruction pragmatics speech acts |
| url | http://ieepj.hormozgan.ac.ir/article-1-271-en.pdf |
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