Exploring the Impact of Mobile-Flipped Classrooms on Iranian EFL Learners’ Writing Proficiency
This study gives an account of a mixed-methods exploration of the impacts of a mobile-based flipped classroom on Iranian EFL learners’ writing proficiency. The participants were selected in a non-random convenient sampling procedure. Two intact classes (N=30) of upper-intermediate EFL learners were...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2023-04-01
|
| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_2825_13a68df4ab161dc13f982dc80ca0bbf0.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study gives an account of a mixed-methods exploration of the impacts of a mobile-based flipped classroom on Iranian EFL learners’ writing proficiency. The participants were selected in a non-random convenient sampling procedure. Two intact classes (N=30) of upper-intermediate EFL learners were randomly assigned into experimental and control groups. The quantitative and qualitative data were gathered via pre-and post-test scores and individual semi-structured interviews on WhatsApp. To measure groups’ differences in their writing proficiency, independent and paired samples t-tests statistical techniques were used, along with open thematic coding to analyze the interview data regarding the experimental group’s perceptions on the mobile-flipped writing course. Quantitative results showed that the post-test mean score of the experimental group was significantly higher than that of the control group at p=0.05. Furthermore, the mobile-based flipped learning provided the experimental group with some features that contributed to the course effectiveness, including fostering self-confidence, preparation, and pre-class practice, as well as autonomous and independent learning. It should be mentioned that some factors related to the pre-class sessions made some obstacles for the experimental group, including being cost- and time-consuming. This study can have valuable implications for the stakeholders in the field of language education in general and those who intend to conduct effective flipped EFL courses in particular. |
|---|---|
| ISSN: | 2676-5357 |