چکیده

The present study investigated whether the use of flipped instructed English language teaching had an influence on Iranian EFL learners discourse in terms of their reasoning skills. The study sought to explore the differential effects of two techniques: introducing flipped teaching for class discussions and applying traditional group discussion method. The participants of this study were a total of 35 learners divided into two groups. The experimental group was taught by a trained teacher who knew how to follow the flipped teaching method. The control group was taught by an uninstructed teacher. In the latter context, the learners watched an online lecture before class and participated in a small group discussion in class, whereas learners in the former group followed the teacher s plan and participated in a small-group discussion and then the whole class discussion. Applying a mixed method design, both quantitative and qualitative methods were employed in order to collect the required data. Both classes’ discussions were audio recorded and the results indicated that the students taught by the flipped instructed teacher produced more cognitive comments involving higher order reasoning skills.

کليدواژه ها

Keywords: flipped instruction, reasoning skills, discourse, group discussion, cognition

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Hossein Khodabakhshzade , 1398 , On the Effects of Flipped – Instructed English Language Teacher on EFL Learners’ Discourse in Terms of Reasoning Skills , اولين کنفرانس بين المللي مطالعات زبان انگليسي