Ubiquitous Flipped Instruction and Iranian EFL Learners’ Writing Bolster
محورهای موضوعی : Applied LinguisticsMarzieh Rezaei Khatouni 1 , Mohammad Javad Riasati 2 , Fatemeh Bahjat 3
1 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - English department, Azad university, Shiraz, Iran
کلید واژه: flipped instruction, ubiquitous learning, writing bolster,
چکیده مقاله :
Many researchers endeavor to solve the problems of modernizing education by rational combination of traditional methodologies with modern information and communication technologies. Against the background of the expanding use of online learning in education, also more recently flipped instruction, few of them investigated the effects of this
Collaborative learning on EFL learners’ writing. Fulfilling this gap is the ambitious goal of this study. This research was conducted on Iranian university students, ages 20-35, both males and females. Among many candidates, only 60 advanced students were chosen through written test by the teacher researcher. They were divided into two groups: control and experimental groups. In this study, a pre-test/post-test design was applied with two groups. After conducting the flipped instruction on the experimental group, the results showed a significant difference in the mean scores of post-test of the experimental group which was due to the effects of flipped instruction that made ubiquitous learning more palatable. However, there was not any significant difference in the mean scores of the post-test of the control group. In contrast to some limitations of the flipped instruction, this innovative approach brings good implications for EFL teachers to enhance learners’ writing skills.
Many researchers endeavor to solve the problems of modernizing education by rational combination of traditional methodologies with modern information and communication technologies. Against the background of the expanding use of online learning in education, also more recently flipped instruction, few of them investigated the effects of this
Collaborative learning on EFL learners’ writing. Fulfilling this gap is the ambitious goal of this study. This research was conducted on Iranian university students, ages 20-35, both males and females. Among many candidates, only 60 advanced students were chosen through written test by the teacher researcher. They were divided into two groups: control and experimental groups. In this study, a pre-test/post-test design was applied with two groups. After conducting the flipped instruction on the experimental group, the results showed a significant difference in the mean scores of post-test of the experimental group which was due to the effects of flipped instruction that made ubiquitous learning more palatable. However, there was not any significant difference in the mean scores of the post-test of the control group. In contrast to some limitations of the flipped instruction, this innovative approach brings good implications for EFL teachers to enhance learners’ writing skills.
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