The Comparative Effect of Flipped Classroom Instruction ‎versus Traditional Instruction on Iranian Intermediate EFL ‎Learners' English Composition Writing

Parisa Abedi, Mohammad Hossein Keshmirshekan, Ehsan Namaziandost


This study tried to compare the impact of flipped classroom instruction versus traditional instruction on Intermediate EFL Learners' English composition writing. To do this study, 32 Iranian intermediate participants were chosen through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by an English composition writing. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were permitted to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the findings indicated that there was a significant difference between the performances of the experimental group and the control group on the post-test.


flipped classroom instruction, English composition writing, Iranian intermediate EFL ‎learners ‎

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