Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL Context
As a model for a new pedagogical approach, Flipped Instruction has been recently exploited as a worldwide modern technique where the actual classroom activities following assignments in conventional classroom are reversed in a logical sequence which often seems to integrate or supplement with instru...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Imam Khomeini International University, Qazvin,
2021-10-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_2213_54ce05860ffbba80413723678083f2c1.pdf |
| _version_ | 1797829653925199872 |
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| author | Elham shooli Fariba Rahimi Esfahani Mehrdad Sepehri |
| author_facet | Elham shooli Fariba Rahimi Esfahani Mehrdad Sepehri |
| author_sort | Elham shooli |
| collection | DOAJ |
| description | As a model for a new pedagogical approach, Flipped Instruction has been recently exploited as a worldwide modern technique where the actual classroom activities following assignments in conventional classroom are reversed in a logical sequence which often seems to integrate or supplement with instructional materials in video or PowerPoint forms. The current research strives to illuminate the effect of flipped classroom (FC) instruction on the achievements in macro/micro EFL writing subskills of Iranian upper intermediate students. For the purpose of this experiment, 78 male and female upper intermediate EFL learners aged 25-38 were selected from three language schools in Ahvaz based on their scores on the Quick Oxford Placement Test, and then equally divided into control and experimental groups. An IELTS argumentative essay was used as the main tool of the study which was considered both as a pretest and a posttest. Used as a pretest, the IETLS argumentative essay was meant to support the fact that both groups were of similar status with regard to the writing proficiency. Besides, the posttest was used to assess any distinguishing features between the two groups due to the treatment. The control group experienced the conventional classroom instruction whilst the experimental group received FC instruction. To address the research questions, a descriptive statistics and two one-way MANOVAs were implemented. The results indicated that the students treated with FC scored statistically higher on the macro-subskills and micro-subskills than the students experienced conventional instruction. The statistical analysis of the quantitative data revealed that FC was an efficient means of developing writing subskills for the Iranian EFL learners. Moreover, results indicated a certain amount of pedagogical implications for teachers, learners, curriculum designers, and administrators. |
| first_indexed | 2024-04-09T13:23:44Z |
| format | Article |
| id | doaj.art-ee2239516923416c95c9a67bbdac260d |
| institution | Directory Open Access Journal |
| issn | 2676-5357 |
| language | English |
| last_indexed | 2024-04-09T13:23:44Z |
| publishDate | 2021-10-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj.art-ee2239516923416c95c9a67bbdac260d2023-05-10T20:06:43ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572021-10-01848510910.30479/jmrels.2020.13367.16492213Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL ContextElham shooli0Fariba Rahimi Esfahani1Mehrdad Sepehri2Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, IranEnglish Department, Shahrekord Branch, Islamic Azad University, Shahrekord, IranAs a model for a new pedagogical approach, Flipped Instruction has been recently exploited as a worldwide modern technique where the actual classroom activities following assignments in conventional classroom are reversed in a logical sequence which often seems to integrate or supplement with instructional materials in video or PowerPoint forms. The current research strives to illuminate the effect of flipped classroom (FC) instruction on the achievements in macro/micro EFL writing subskills of Iranian upper intermediate students. For the purpose of this experiment, 78 male and female upper intermediate EFL learners aged 25-38 were selected from three language schools in Ahvaz based on their scores on the Quick Oxford Placement Test, and then equally divided into control and experimental groups. An IELTS argumentative essay was used as the main tool of the study which was considered both as a pretest and a posttest. Used as a pretest, the IETLS argumentative essay was meant to support the fact that both groups were of similar status with regard to the writing proficiency. Besides, the posttest was used to assess any distinguishing features between the two groups due to the treatment. The control group experienced the conventional classroom instruction whilst the experimental group received FC instruction. To address the research questions, a descriptive statistics and two one-way MANOVAs were implemented. The results indicated that the students treated with FC scored statistically higher on the macro-subskills and micro-subskills than the students experienced conventional instruction. The statistical analysis of the quantitative data revealed that FC was an efficient means of developing writing subskills for the Iranian EFL learners. Moreover, results indicated a certain amount of pedagogical implications for teachers, learners, curriculum designers, and administrators.https://jmrels.journals.ikiu.ac.ir/article_2213_54ce05860ffbba80413723678083f2c1.pdfflipped learningconventional learningwriting subskillsmacro/ micro subskillsactive learning |
| spellingShingle | Elham shooli Fariba Rahimi Esfahani Mehrdad Sepehri Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL Context Journal of Modern Research in English Language Studies flipped learning conventional learning writing subskills macro/ micro subskills active learning |
| title | Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL Context |
| title_full | Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL Context |
| title_fullStr | Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL Context |
| title_full_unstemmed | Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL Context |
| title_short | Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL Context |
| title_sort | impacts of flipped classroom on micro macro writing subskills in iranian efl context |
| topic | flipped learning conventional learning writing subskills macro/ micro subskills active learning |
| url | https://jmrels.journals.ikiu.ac.ir/article_2213_54ce05860ffbba80413723678083f2c1.pdf |
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