the effect of praise for effort versus praise for intelligence on intermediate iranian efl learners’ speaking ability: accuracy, and fluency in focus

This study was an attempt to examine the effect of flipped learning model on iranian efl learners' incidental and intentional grammar learning. three groups took part in the study: one control group who learned grammar through common traditional techniques used in efl classes and two experimental (intentional grammar learning and incidental grammar learning) groups who learned grammar through flipped learning model. the intentional grammar learning group received the grammar structures in which the target words and structures were bold before the classroom session. the participants of the incidental grammar learning group, however, were provided with the structures and the audio files containing the target rules which were sent to them through whatsapp before the classroom session. one-way anova was used to examine the effectiveness of the teaching techniques. the results of the analysis revealed a significant effect of the treatment techniques on the grammar development in favor of the flipped classroom model for the intentional grammar learning group. the study has some implications for language teachers, learners, and material designers. this study investigated how different types of praise would affect speaking proficiency on intermediate learners in terms of fluency and accuracy of speech. in such event, 30 iranian students (16 female ,14, male) aged 12-18 were randomly assigned to two experimental groups (praise for effort and praise for intelligent) and one control group which was taught without receiving praise. a set of questions derived from various intermediate english books served as both pre-test and post-test. this was first to find out if there were any significant differences in the speaking ability in terms of accuracy and fluency of the participants before the treatment, and secondly, as the post-test to find out whether there were any statistically significant changes in the oral performance of the experimental groups due to the treatment. experimental groups received the specified praise on three successes and on three failures. the results of (manova) and post hoc comparisons revealed praise for effort had a significant effect on students’ fluency and accuracy of speech while praise for intelligence had a negative influence on their accuracy and fluency of speech. this study has some implications for language teachers, learners, and administrators.