the differential effects of video-based vs. community-based flipped instructionon iranian efl learners’ oral performance

The present study had as its goal to canvass the effects of flipped instruction on the speaking ability of iranian intermediate efl learners. more precisely, it examined whether community-based and video-based flipped instruction of speaking would have any significant effect on iranian l2 learners' speaking abilities. the participants of the study consisted of 43 intermediate learners in an english language institute taking online classes, who were divided into a comparison group (n = 22) and an experimental group (n= 21). the groups were from intact classes being selected following a convenient sampling method and homogenized based on the results of the oxford placement test (opt). the participants took speaking pre-test and post-test, the scores of which were analyzed through independent samples t-test and paired samples t-test. the results showed that both forms of flipped instruction contributed to the development of the learners' speaking ability. further analysis revealed that the group receiving community-based flipped instruction outperformed the video-based flipped instruction; however, the observed effect size implied that the difference was weak. on the implication side, it was argued that the online learning community not only facilitates meaningful online collaboration but also improves the learners' oral proficiency, thus resulting in more active engagement in interactive learning activities.

The Differential Effects of Video-Based vs. Community-Based Flipped Instructionon Iranian EFL Learners’ Oral Performance

The present study had as its goal to canvass the effects of flipped instruction on the speaking ability of Iranian intermediate EFL learners. More precisely, it examined whether community-based and video-based flipped instruction of speaking would have any significant effect on Iranian L2 learners' speaking abilities. The participants of the study consisted of 43 intermediate learners in an English language institute taking online classes, who were divided into a comparison group (n = 22) and an experimental group (n= 21). The groups were from intact classes being selected following a convenient sampling method and homogenized based on the results of the Oxford Placement Test (OPT). The participants took speaking pre-test and post-test, the scores of which were analyzed through independent samples t-test and paired samples t-test. The results showed that both forms of flipped instruction contributed to the development of the learners' speaking ability. Further analysis revealed that the group receiving community-based flipped instruction outperformed the video-based flipped instruction; however, the observed effect size implied that the difference was weak. On the implication side, it was argued that the online learning community not only facilitates meaningful online collaboration but also improves the learners' oral proficiency, thus resulting in more active engagement in interactive learning activities.