Abstract
During the COVID-19 pandemic, using online and flipped instruction is the best alternative for traditional instruction. Therefore, this study compared the effects of three instructions, including online, flipped, and traditional, on improving Iranian EFL learners’ vocabulary knowledge. To do so, 90 Iranian intermediate EFL learners were selected among 119 students as the participants of this study. The target participants were randomly divided into three equal groups (online, flipped, and traditional). After that, all groups were pretested by a vocabulary test. Then, the participants of one group received the treatment by using fully online instruction, and the other group participants received a flipped instruction. On the other hand, the participants of the third group received conventional vocabulary instruction. After teaching 100 new English words to all groups with three different instructions, a vocabulary posttest was administered to all participants. The paired samples t-test and one-way ANOVA results indicated that both online and flipped groups outperformed the control group in the vocabulary posttest. In addition, the findings revealed the flipped group outflanked the online group in the posttest of vocabulary. The implications of this study can encourage both EFL teachers and learners to integrate the flipped and online instructions into their teaching and learning processes.
Highlights
During the COVID-19 pandemic, using online and flipped instruction is the best alternative for traditional instruction. erefore, this study compared the effects of three instructions, including online, flipped, and traditional, on improving Iranian EFL learners’ vocabulary knowledge
To carry out this investigation, 90 Iranian EFL students were chosen among 119 learners through a convenience sampling method. ey were selected from two English Language Institutes in Ahvaz, Iran. eir English level was intermediate, determined based on their band score on the Oxford Quick Placement Test (OQPT). e selected respondents were all males with the age range of 19 to 31 years old. ey were randomly assigned to two experimental groups of online and flipped and a traditional or a control group
To answer the research question “Are there any significant differences between the effectiveness of the online instruction, the flipped instruction, and the traditional instruction on enhancing Iranian intermediate EFL learners’ vocabulary knowledge?”, one-way ANOVA test was used, and its findings indicated that those groups who had received the treatment by using the flipped and the online instructions conducted significantly better than those whose instruction was done traditionally
Summary
During the COVID-19 pandemic, using online and flipped instruction is the best alternative for traditional instruction. erefore, this study compared the effects of three instructions, including online, flipped, and traditional, on improving Iranian EFL learners’ vocabulary knowledge. E implications of this study can encourage both EFL teachers and learners to integrate the flipped and online instructions into their teaching and learning processes. E term “online learning” is defined by Walabe and Rocci Lubicini [2] as courses that effectively use the Internet and technology to provide students with educational advantages. E other new method that has been used during the COVID-19 pandemic is flipped instruction which is a new teaching strategy that aims to get the students to do exercises outside the classroom milieu, often performed by some electronic methods. Flipped instruction, according to Bishop and Verleger [11], refers to a student-centered learning system that is divided between two sections: interactive learning experiences during class time and distinct teaching bases that are entirely reliant on computers. It is possible for students to analyze materials at their own pace by stopping, pausing, rewinding, and fast-forwarding them [14, 15]
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