Research Article
1. Applied Linguistics (Language Teaching and Learning)
Mahmoud Nabilou; Abbas Ali Zarei
Abstract
Flipped instruction has been shown to be effective in improving learning. However, this improvement might come at a cost. Since the responsibility for preparing is shifted to students, there is also a risk of augmenting learners’ anxiety. This study was an attempt to check the effects of flipped ...
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Flipped instruction has been shown to be effective in improving learning. However, this improvement might come at a cost. Since the responsibility for preparing is shifted to students, there is also a risk of augmenting learners’ anxiety. This study was an attempt to check the effects of flipped instruction through shad application on foreign language classroom anxiety among Iranian English learners. 120 male pre-intermediate English language learners constituted the main participants of this study. The participants were randomly assigned to one control and three experimental groups based on their performance on an Oxford Placement Test (OPT). The instruction provided for the control group was conventional instruction while the first experimental group received traditional flipping, the second group received demonstration-based instruction, and the third experimental group received double-flipped instruction for eight sessions, each lasting for 45 minutes. Data collection was done using pretests and posttests of foreign language classroom anxiety (FLCA); the results of ANCOVA revealed that all the three types of flipped learning had more positive effects than conventional instruction on reducing the learners’ anxiety level; however, there were no meaningful differences among the three types of flipping. The results of this study might be valuable for English learners and teachers, materials writers, and curriculum developers. The choice of the right kind of teaching materials and instructional techniques can help reduce learners’ anxiety.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Parisa Rajabi; Farhad Mazlum; Mahdi Dasta
Abstract
Given the key role communication plays in L2 learning, studies addressing students’ (un)willingness to communicate (WTC) and factors contributing to it are of pedagogical and theoretical relevance. Although studies on Iranian students’ WTC and its relationship with different variables are ...
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Given the key role communication plays in L2 learning, studies addressing students’ (un)willingness to communicate (WTC) and factors contributing to it are of pedagogical and theoretical relevance. Although studies on Iranian students’ WTC and its relationship with different variables are available, no research has been conducted on how Kuhl’s (1994) Action Control (AC) theory—proposed to carry explanatory potential regarding WTC—relates to it or its pertinent variables. The current study aims at investigating the predictive power of three variables (preoccupation, hesitation, and volatility) underpinning Kuhl’s AC theory and two high-evidence key factors (perceived competence and communication apprehension) vis-à-vis Iranian English students’ WTC in class. To collect data, Willingness to Communicate in L2 Questionnaire, Perceived Competence Questionnaire, Communication Apprehension Scale, Preoccupation, Hesitation, and Volatility Scales were given to four hundred and fourteen English students. Structural Equation Modeling was utilized to analyze the data and test the hypothesized model. Findings indicated that volatility, an AC variable, coupled with perceived competence and communication apprehension are significant predictors of students’ WTC. Results also suggested that hesitation and preoccupation predict WTC indirectly. Findings are used to maintain that Kuhl’s AC theory can help with explaining WTC with reference to a new argument, i.e. state and action orientation. The paper ends with pedagogical suggestions.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Farahman Farrokhi; Yaser Hadidi; Parya Tadayyon
Abstract
Considering the overwhelming nature of Pre-Task Planning (PTP) in writing for English as a Foreign Language (EFL) learners, the present study aimed to investigate the effect of a factor of PTP called Strategic Planning (SP) on lexical complexity of Iranian EFL learners. The data collection procedure ...
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Considering the overwhelming nature of Pre-Task Planning (PTP) in writing for English as a Foreign Language (EFL) learners, the present study aimed to investigate the effect of a factor of PTP called Strategic Planning (SP) on lexical complexity of Iranian EFL learners. The data collection procedure in this mixed-method research, which took 5 weeks, utilized the Oxford Quick Placement test (OQPT) to separate the sample of upper-intermediate learners. Following OQPT, the participants with a high working memory capacity (WMC), measured by the Operation Span Test (OST), were selected as the members of the final sample. They were categorized into three SP groups: form-focused (FF), content-focused (CF), and no planning (NP). After administrating the pre-tests of descriptive and argumentative tasks, each group received a different form of SP guidance, either FF or CF, in two different writing tasks for 4 sessions, whereas the NP group acted as the control group without any intervention. Then the post-tests were run in all three groups. The lexical sophistication of the post-tests was analyzed using the CELEX data center on the Coh-Metrix website. Based on ANOVA tests, FF instruction led to better and highly sophisticated writings in terms of lexis in both descriptive and argumentative tasks. The results can be helpful for syllabus designers, educators, and EFL learners to consider the type of SP in the PTP stage according to the WMC, in the case of different task types.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Samira Farahani; Mohammad Ali Heidari Shahreza; Mohsen Shahrokhi
Abstract
Mobile-mediated flipped scaffolding strategies have been documented as effective for language acquisition in English as a Foreign Language (EFL) learners. This study employed a mixed-methods research design, collecting data through both quantitative and qualitative methods, to investigate the effectiveness ...
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Mobile-mediated flipped scaffolding strategies have been documented as effective for language acquisition in English as a Foreign Language (EFL) learners. This study employed a mixed-methods research design, collecting data through both quantitative and qualitative methods, to investigate the effectiveness of a flipped classroom model in enhancing upper-intermediate EFL learners' grammatical writing skills and self-regulation. Additionally, the study explored the treatment group's attitudes towards the strategy. The Oxford Quick Placement Test (OQPT) was completed by 74 female upper-intermediate English language learners. 58 subjects (one standard deviation above and below the mean) were selected for the experimental and control groups. The study used a semi-structured interview, the Self-Regulation Questionnaire (SRQ) by Brown et al. (1999), and pre- and post-tests in grammar. The results showed that the treatment group did better than the control group in terms of self-regulation and grammar writing abilities. The interview results corroborated these findings, suggesting that students appreciated the strategy's engaging and educational elements. The study offers insightful proof for the effectiveness of flipped classrooms in addressing challenges faced by EFL learners in Iran. The mobile-mediated flipped scaffolding strategy demonstrates promise for improving grammatical writing skills and self-regulation. The study's implications highlight the importance of equipping learning environments with new resources and Mobile-Assisted Language Learning (MALL) guidance, enabling learners to develop autonomy and accountability in their learning.
