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

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

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

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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