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.
Highlights
As inverted or flipped models have become increasingly prevalent in the instructional literature and more widely implemented by practitioners over the past several years (Moranski and Kim, 2016), the need to investigate the effects of flipped classrooms on language learning is crucially important
Does flipped classroom instruction have any significant effect on Iranian EFL learners' writing skill? Based on the above-mentioned research question, the following null hypothesis will be tested: HO
Flipped classroom instruction does not have any significant effect on Iranian EFL learners' writing skill
Summary
As inverted or flipped models have become increasingly prevalent in the instructional literature and more widely implemented by practitioners over the past several years (Moranski and Kim, 2016), the need to investigate the effects of flipped classrooms on language learning is crucially important. The flipped classroom is a pedagogical strategy that reverses the traditional classroom process by delivering the instructional content usually, but not always, online before class and engaging learners in interactive group learning and/or critical problem solving activities that are carried out under the teachers‘ guidance during class (Herreid and Schiller, 2013). Some pedagogical benefits of the flipped classroom were determined by some researchers. These benefits include (1) students and instructors‘ positive perceptions of the active learning environment (Butt, 2014; Gilboy et al, 2015), (2) more active engagement during class (Deslauriers et al, 2011), and (3) superior achievement on formative/summative assessments (Amresh et al, 2013). When Love et al (2014) implemented a flipped linear algebra course, the majority of students reported that the approach helped them develop a deeper understanding of the content. Amresh et al (2013) reported that students in a flipped introductory computer programming course performed significantly better than did students in a comparable traditional course design on assignments and exams
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