The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study
This study investigated the effect of the flipped classroom on intermediate EFL learners' speaking complexity, accuracy, and fluency, employing a sequential mixed methods design. To achieve this, two female intact classes at the intermediate level at Rasan English Language School in Isfahan, Ir...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Islamic Azad University, Isfahan Branch
2022-12-01
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| Series: | Research in English Language Pedagogy |
| Subjects: | |
| Online Access: | https://relp.isfahan.iau.ir/article_697442_fb245f0d6e99a2dc383f14ee9323e3c5.pdf |
| _version_ | 1811292006669877248 |
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| author | Maedeh Davari Behdokht Mall-Amiri |
| author_facet | Maedeh Davari Behdokht Mall-Amiri |
| author_sort | Maedeh Davari |
| collection | DOAJ |
| description | This study investigated the effect of the flipped classroom on intermediate EFL learners' speaking complexity, accuracy, and fluency, employing a sequential mixed methods design. To achieve this, two female intact classes at the intermediate level at Rasan English Language School in Isfahan, Iran, participated in the study. One of these classes was randomly assigned as an experimental group (N=16) and the other one as a control group (N=16). A PET was administered to both groups before the intervention to ensure that the participants were homogeneous. Next, the experimental group was taught based on a flipped classroom. The control group, however, was taught conventionally. The speaking section of the PET as pretest and posttest was given to the groups to measure the speaking components. MANOVA was applied to compare speaking complexity, accuracy, and fluency mean scores of the two groups. The effect of the flipped classroom on speaking complexity and fluency was significantly positive, while it was non-significant for speaking accuracy. At the qualitative stage, data from an interview with the experimental group participants were utilized to find out the participants' attitudes toward the flipped classroom. |
| first_indexed | 2024-04-13T04:38:57Z |
| format | Article |
| id | doaj.art-99811b766ce543bca362a69355916645 |
| institution | Directory Open Access Journal |
| issn | 2588-3259 2538-4244 |
| language | English |
| last_indexed | 2024-04-13T04:38:57Z |
| publishDate | 2022-12-01 |
| publisher | Islamic Azad University, Isfahan Branch |
| record_format | Article |
| series | Research in English Language Pedagogy |
| spelling | doaj.art-99811b766ce543bca362a693559166452022-12-22T03:02:05ZengIslamic Azad University, Isfahan BranchResearch in English Language Pedagogy2588-32592538-42442022-12-0110448951110.30486/relp.2022.1949219.1350697442The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods StudyMaedeh Davari0Behdokht Mall-Amiri1Department of English Language, Islamic Azad University, Central Tehran Branch, Tehran, IranDepartment of English Language, Islamic Azad University, Central Tehran Branch, Tehran, IranThis study investigated the effect of the flipped classroom on intermediate EFL learners' speaking complexity, accuracy, and fluency, employing a sequential mixed methods design. To achieve this, two female intact classes at the intermediate level at Rasan English Language School in Isfahan, Iran, participated in the study. One of these classes was randomly assigned as an experimental group (N=16) and the other one as a control group (N=16). A PET was administered to both groups before the intervention to ensure that the participants were homogeneous. Next, the experimental group was taught based on a flipped classroom. The control group, however, was taught conventionally. The speaking section of the PET as pretest and posttest was given to the groups to measure the speaking components. MANOVA was applied to compare speaking complexity, accuracy, and fluency mean scores of the two groups. The effect of the flipped classroom on speaking complexity and fluency was significantly positive, while it was non-significant for speaking accuracy. At the qualitative stage, data from an interview with the experimental group participants were utilized to find out the participants' attitudes toward the flipped classroom.https://relp.isfahan.iau.ir/article_697442_fb245f0d6e99a2dc383f14ee9323e3c5.pdfaccuracycomplexityflipped classroomfluencyspeaking |
| spellingShingle | Maedeh Davari Behdokht Mall-Amiri The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study Research in English Language Pedagogy accuracy complexity flipped classroom fluency speaking |
| title | The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study |
| title_full | The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study |
| title_fullStr | The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study |
| title_full_unstemmed | The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study |
| title_short | The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study |
| title_sort | effect of flipped classroom on efl learners speaking complexity accuracy and fluency a mixed methods study |
| topic | accuracy complexity flipped classroom fluency speaking |
| url | https://relp.isfahan.iau.ir/article_697442_fb245f0d6e99a2dc383f14ee9323e3c5.pdf |
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