عنوان مقاله:

نویسندگان:

Samrand Amini، Samira Iraji

The purpose of this study was to examine the use of Flipped Classroom Instruction (FCI) on Iranian EFL learners’ writing skills. Participants included 80 students in Melal Bartar Language Institute, Urmia, Iran. Two sophomore writing classrooms were examined: one as a control group consisting of 40 students and the other as an experimental group consisting of 40 language learners. The study employed a mixed method of data collection, utilizing pre- and post-writing tests, as well as a questionnaire for both groups and interviews, conducted only with the experimental group. The purpose of the writing tests was to determine whether any statistically significant difference existed between the control group and the experimental group. For analyzing the data obtained from the writing tests, an independent-sample t-test was employed, and a descriptive and thematic analysis was conducted to explore the views of students towards FCI. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, that the students of the experimental group performed better on the writing tests than students of the control group. Additionally, the majority of the learners’ attitudes towards FCI were positive. The findings of the present study imply that the teachers should take into consideration the benefits of using FCI in their classes and adapt their classroom environment to the needs of their language learners.

English As A Foreign Language, Flipped Classroom Instruction, Traditional Instruction, Writing Skills

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Amini، Samrand، Iraji، Samira، 1398، The Effect of Flipped Classroom Instruction on Iranian EFL Learners’ Writing Skills، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1505920