چکیده

Recently, flipped teaching has become a new trend in the realm of teaching, and it is becoming widespread throughout the educational system. The purpose of the current study was to find out if there was any significant difference between the participants’ oral CAF in traditional and flipped classrooms. In order to have a homogenous sample, 40 lower-intermediate participants were selected from a reputable institute in Isfahan, Iran, using a placement test. Then, they were randomly divided into 2 groups: experimental and control. First, all the participants were asked to attend an interview session and were audiorecorded and scored by 2 teachers to make sure that the interview was reliable. After that, a pretest was given to the participants that included some questions related to their real life and the grammar that they were going to learn during the experiment. After participating in 3 sessions of treatment, a posttest was given to the participants to find out how much they had improved during the 3 sessions of treatment. The findings revealed that the flipped classroom improved the participants’ self-efficacy, motivation, autonomy, engagement, and self-confidence. But there was no significant difference between the participants in the traditional classroom and the participants in the flipped classroom in terms of their oral CAF. In conclusion, books instructed in institutes need to be revised and add some parts based on recent technology.

کليدواژه ها

Complexity Accuracy, and Fluency (CAF), Digital Natives, Flipped vs. Traditional Classrooms

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در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Mahmood Hashemian , 1398 , Effect of Flipped Teaching on Iranian EFL Learners’ Oral CAF , اولين کنفرانس بين المللي مطالعات زبان انگليسي