The Impact of Multimodal Feedback on Writing Complexity, Accuracy, and Fluency of Iranian EFL Learners in Flipped and Traditional Classrooms

Farnia, Maryam; Hemmati, Fatemeh; Rabbani Yekta, Raziyeh; Mirsayafi, Shoora

doi:10.22049/jalda.2025.30042.1731

Articles in Press

Document Type : Research Article

Authors

¹ Assistant Professor of Applied Linguistics, Department of English Language and Literature, Payame Noor University, Tehran, Iran

² Associate Professor of TEFL, Department of English Language and Literature, Payame Noor University, Tehran, Iran

³ Assistant Professor of TEFL, Department of English Language and Literature, Payame Noor University, Tehran, Iran

⁴ PhD Candidate in English Language Teaching, Payame Noor University, Tehran, Iran

https://doi.org/10.22049/jalda.2025.30042.1731

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 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.

Keywords

Article Title [Persian]

تاثیر بازخورد چندوجهی بر پیچیدگی، دقت و روانی نوشتاری زبان آموزان ایرانی زبان انگلیسی در کلاس‌های درس سنتی و معکوس

Authors [Persian]

دکتر مریم فرنیا ¹
دکتر فاطمه همتی ²
دکتر راضیه ربانی یکتا ³
شورا میرصیافی ⁴

¹ استادیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشگاه پیام نور، تهران، ایران

² دانشیار آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشگاه پیام نور، تهران، ایران

³ استادیار آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشگاه پیام نور، تهران، ایران

⁴ دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه پیام نور، تهران، ایران

Abstract [Persian]

این تحقیق شبه آزمایشی به بررسی تطبیقی و تجربی تأثیرات بازخورد چندوجهی بر پیچیدگی، دقت و روانی نوشتاری زبان‌آموزان ایرانی زبان انگلیسی در کلاس‌های برعکس و سنتی پرداخت. از این رو، 57 زبانآموز ایرانی زبان انگلیسی از دو مؤسسه زبان مختلف در شهر بابل انتخاب و به چهار گروه شامل دو گروه آزمایشی کلاس درس معکوس به اضافه بازخورد چندوجهی و کلاس درس سنتی به همراه بازخورد چندوجهی و دو گروه کنترل کلاس درس معکوس به اضافه بازخورد تک‌وجهی (نوشتاری) و کلاس درس سنتی به اضافه بازخورد تک‌وجهی (نوشتاری) تقسیم شدند. پیشآزمون و پسآزمون برای استخراج اطلاعات در مورد پیچیدگی، دقت و روانی نوشتاری زبانآموزان استفاده شد. گروه‌های آزمایشی بازخورد چندوجهی و گروه‌های کنترل، بازخورد تک‌وجهی را طی 12 هفته (24 جلسه) دریافت کردند. با توجه به نتایج به‌دست‌آمده از تحلیل یک‌طرفه چند متغیره، ارائه بازخورد چندوجهی به طور قابل‌توجهی عملکرد نوشتاری دانش‌آموزان را بهبود بخشید. علاوه بر این، استفاده از بازخورد چندوجهی از طریق آموزش معکوس به طور قابل‌توجهی بر پیچیدگی، دقت و روانی نوشتاری زبان‌آموزان زبان انگلیسی تأثیر گذاشت که نشان می‌دهد که مربیان زبان خارجی می‌توانند به طور مؤثر بازخورد چندوجهی را عمدتاً از طریق کلاسهای معکوس برای بهبود عملکرد نوشتاری در زبان‌آموزان ایرانی زبان انگلیسی با سطح زبانی متوسط به کار گیرند. نتایج مطالعه مورد بحث قرار گرفت و پیشنهاداتی ارائه شد.

Keywords [Persian]

کلاس درس سنتی
کلاس درس معکوس
بازخورد چندوجهی
پیچیدگی
دقت و روانی نوشتاری

References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336

Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The chronicle of higher education, 12(19), 1-3.

Boyraz, S., & Ocak, G. (2017). Implementation of flipped education into Turkish EFL teaching context. Journal of Language and Linguistic Studies, 13(2), 426-439.

Brumfit, C. (1984). Communicative Methodology in Language Teaching: The Roles of Fluency and Accuracy. Cambridge University Press.

Camiciottoli, B. C., & Campoy-Cubillo, M. C. (2018). Introduction: The nexus of multimodality, multimodal literacy, and English language teaching in research and practice in higher education settings. System, 77, 1-9. https://doi.org/10.1016/j.system.2018.03.005

Cavaleri, M., Kawaguchi, S., Di Biase, B., & Power, C. (2019). How recorded audio-visual feedback can improve academic language support. Journal of University Teaching & Learning Practice, 16(4). https://doi.org/10.53761/1.16.4.6

Chang, C., Cunningham, K. J., Satar, H. M., & Strobl, C. (2017). Electronic feedback on second language writing: A retrospective and prospective essay on multimodality. Writing & Pedagogy, 9(3). https://doi.org.er.lib.ncku.edu.tw/10.1558

Coffman, M. L. (2011). The Impacts of Web-Enhanced Versus Traditional Writing Instruction. Union University. https://search.proquest.com/openview/fe3f80f0

Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press.

Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474-509. https://doi.org/10.1093/applin/amp042

Ellis, R., & Barkhuizen, G. (2005). Analysing Learner Language. Oxford University Press.

Engman, M. M. (2021). A worksheet, a whiteboard, a teacher-learner: Leveraging materials and colonial language frames for multimodal Indigenous language learning. Classroom Discourse, 12(1-2), 75-100. https://doi.org/10.1080/19463014.2020.1856696

Faradhibah, R. N., & Nur, N. A. (2017). Analyzing students' difficulties in maintaining their coherence and cohesion in writing process. English, Teaching, Learning, and Research Journal, 3(2), 183-194. https://doi.org/10.24252/Eternal.V32.2017.A7

Fathi, J., & Rahimi, M. (2022). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer Assisted Language Learning, 35(7), 1668-1706. https://doi.org/10.1080/09588221.2020.1825097

Hafner, C. A. (2014). Embedding digital literacies in English language teaching: Students' digital video projects as multimodal ensembles. TESOL quarterly, 48(4), 655-685. https://doi.org/10.1002/tesq.138

Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303. https://doi.org/10.1016/j.chb.2016.01.031

Hyland, K. (2019). Second Language Writing. Cambridge University Press.

Jacko, J., Emery, V. K., Edwards, P. J., Ashok, M., Barnard, L., Kongnakorn, T., Moloney, K. P., & Sainfort, F. (2004). The effects of multimodal feedback on older adults' task performance given varying levels of computer experience. Behaviour & Information Technology, 23(4), 247-264. https://doi.org/10.1080/01449290310001659213

Jony, M. S. (2016). Student centered instruction for interactive and effective teaching learning: Perceptions of teachers in Bangladesh. Online Submission, 3(3), 172-178. https://doi.org/10.5281/zenodo.5669776

Kashefian-Naeeini, S., & Sheikhnezami-Naeini, Z. (2020). Communication skills among school masters of different gender in Shiraz, Iran. International Journal of Advanced Science and Technology, 29(2), 1607-1611. http://sersc.org/journals/index.php/IJAST/article/view/3405/2350

Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL quarterly, 52(1), 62-84. https://doi.org/10.1002/tesq.372

Mardian, F., & Nafissi, Z. (2022). Synchronous computer-mediated corrective feedback and EFL learners' grammatical knowledge development: A sociocultural perspective. Iranian Journal of Language Teaching Research, 10(2), 115-136.

Marlowe, J. P., & Asaba, M. (2022). A CAF perspective on L2 development through writing practice: An exploratory study. Reflections and new perspectives. JALT., 2021(1), 124. https://doi.org/10.37546/jaltpcp2021-15

Martin, D. (2020). Providing students with multimodal feedback experiences. Journal of Curriculum, Teaching, Learning and Leadership in Education, 5(1). https://doi.org/10.32873/uno.dc.ctlle.05.01.1082

Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. Cambridge University Press. https://doi.org/10.1017/cbo9780511816819

Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678

Mousavi, H. S., & Kashefian-Naeeini, S. (2011). Academic writing problems of Iranian post-graduate students at national university of Malaysia (UKM). European Journal of Social Sciences, 23(4), 593-603.

Noordin, N., & Khojasteh, L. (2021). The effects of electronic feedback on medical university students' writing performance. International Journal of Higher Education, 10(4), 124-134. https://doi.org/10.5430/ijhe.v10n4p124

Nourinezhad, S., Hadipourfard, E., & Bavali, M. (2021). The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional. Cogent Education, 8(1), 1978621. https://doi.org/10.1080/2331186X.2021.1978621

Perkoski, R. R. (2017). The impact of multimedia feedback on student perceptions: Video screencast with audio compared to text-based email [Doctoral dissertation, University of Pittsburgh]. https://search.proquest.com/openview/7e873189d4adf340c6575c00a7c70e0d/1?pq-origsite=gscholar&cbl=18750

Paivio, A. (1979). Imagery and Verbal Processes (1^st ed.). Psychology Press. https://doi.org/10.4324/9781315798868

Satar, H. M., & Wigham, C. R. (2017). Multimodal instruction-giving practices in webconferencing-supported language teaching. System, 70, 63-80. https://doi.org/10.1016/j.system.2017.09.002

Sherafati, N., Largani, F. M., & Amini, S. (2020). Exploring the effect of computer-mediated teacher feedback on the writing achievement of Iranian EFL learners: Does motivation count? Education and Information Technologies, 25(5), 4591-4613. https://doi.org/10.1007/s10639-020-10177-5

Skehan, P. (1991). Individual differences in second language learning. Studies in second language acquisition, 13(2), 275-298. https://doi.org/10.1017/s0272263100009979

Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied linguistics, 30(4), 510-532. https://doi.org/10.1093/applin/amp047

Tajallizadeh Khob, M., & Rabi, A. (2014). Meaning-focused audiovisual feedback and EFL writing motivation. Journal of Language and Translation, 4(2), 61-70. http://journals.iau.ir/article_515892_d31ebd54f4d8fbe42db61abb08d0f576.pdf

Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. https://doi.org/10.1016/j.compedu.2017.01.003

Wen, X., & Walters, S. M. (2022). The impact of technology on students’ writing performances in elementary classrooms: A meta-analysis. Computers and Education Open, 3, 100082. https://doi.org/10.1016/j.caeo.2022.100082

Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199. https://doi.org/10.1177/0098628313487461

Zemach, D. E., & Rumisek, L. A. (2003). Academic Writing from Paragraph to Essay. Oxford.

Zhang, Y. (2018). Analysis of using multimodal feedback in writing instruction from EFL learners’ perspective. English Language and Literature Studies, 8(4), 21-29. https://doi.org/10.5539/ELLS.V8N4P21

Ziegler, N. (2016). Synchronous computer-mediated communication and interaction: A meta-analysis. Studies in second language acquisition, 38(3), 553-586. https://doi.org/10.1017/S027226311500025X

Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

The Impact of Multimodal Feedback on Writing Complexity, Accuracy, and Fluency of Iranian EFL Learners in Flipped and Traditional Classrooms

References

References

Articles in Press, Accepted Manuscript
Available Online from 16 March 2025

The Impact of Multimodal Feedback on Writing Complexity, Accuracy, and Fluency of Iranian EFL Learners in Flipped and Traditional Classrooms

References

References

Articles in Press, Accepted Manuscript Available Online from 16 March 2025

Articles in Press, Accepted Manuscript
Available Online from 16 March 2025