an investigation into the teacher-student interaction- dependency of english for medical purposes comprehension in the virtual reality-supported flipped classrooms

This study with sequential exploratory design investigated the teachers' coaching in the virtual reality game (vrg)-supported flipped classrooms of teaching and learning english for medical purposes (emp). in so doing, 240 undergraduates at medical university of isfahan who took emp in the spring semester of the academic years 2019-2020 were selected, using the design of experiments, to learn comprehension skills. interview along with the assessment of the students' comprehension skills and performance, were conducted. analyzing the collected data through a mixed effect linear model, it was revealed that the teacher-coached vrg-supported flipped classrooms facilitated the emp comprehension process and ushered in students' outperformance, engagement, and teacher caring for students' collaboration for doing vrgs. it was found that comprehension was facilitated in both instructional-learning contexts and fields as the teachers coached the participants to tackle the learning needs in the mixed disciplinary circles. qualitative analysis that was conducted on data from the interview revealed that the students perceived that active engagement under the coaching of teachers and support of their peers bear the efficiency of the vrg-supported flipped emp classrooms emp comprehension skills was enhanced.