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

Parisa Abedi*, Ehsan Namaziandost and Samira Akbari
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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

English Literature and Language Review, 2019, vol. 5, issue 9, 164-172

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.

Keywords: Flipped classroom instruction; Writing skill; Iranian upper-intermediate EFL learners. (search for similar items in EconPapers)
Date: 2019
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Citations: View citations in EconPapers (2)

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