1. Applied Linguistics (Language Teaching and Learning)
Maryam Farnia; Fatemeh Hemmati; Raziyeh Rabbani Yekta; Shoora Mirsayafi
Abstract
This quasi-experimental research examined multimodal feedback impacts on writing complexity, accuracy, and fluency (CAF) of Iranian EFL learners in flipped and traditional classrooms. Hence, 57 Iranian EFL learners from two different language institutes at Babol City were recruited and divided into four ...
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This quasi-experimental research examined multimodal feedback impacts on writing complexity, accuracy, and fluency (CAF) of Iranian EFL learners in flipped and traditional classrooms. Hence, 57 Iranian EFL learners from two different language institutes at Babol City were recruited and divided into four groups, including two experimental groups of flipped classroom plus multimodal feedback and traditional classroom plus multimodal feedback and two control groups of a flipped classroom plus monomodal (text-written) feedback and traditional classroom plus monomodal (text-written) feedback. Pretest and posttest were used to elicit information on the learners’ writing CAF. Experimental groups received multimodal feedback, and control groups received monomodal feedback during 12 weeks (24 sessions). According to the results obtained from one-way analysis of multivariate (MANOVA), providing multimodal feedback significantly improved students’ writing performance. Furthermore, using multimodal feedback via a flipped teaching model significantly influenced EFL learners’ writing CAF, suggesting that foreign language educators could effectively employ multimodal feedback primarily via flipped instruction to improve writing performance in intermediate EFL learners. The study results were discussed and some suggestions were given.
