Perceptions of Iranian EFL Learners on Teaching Effectiveness of Explicit and Implicit Grammar Instruction Methods
Subject Areas : Journal of Language, Culture, and Translation
Sepideh Rafiei Sakhaei
1
(
Ph.D. Candidate, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
Biook Behnam
2
(
Associate Professor, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
Zohreh Seifoori
3
(
Associate Professor, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
)
Keywords: Explicit instruction, Guided discovery approach, Implicit instruction, SEEQ, Teaching effectiveness,
Abstract :
Although there is controversy surrounding the place of grammar in foreign language teaching, it remains of great importance for learners. This explanatory mixed methods study aimed to investigate Iranian EFL learners’ perceptions of the teaching effectiveness of three computer-assisted grammar teaching methods, which mainly differ in the degree of explicitness. The participants in the quantitative phase of the study were 70 Iranian EFL learners chosen from Payam Noor University of Tabriz. Besides, 15 participants were randomly selected for the qualitative phase of the study. The participants were divided into three groups of grammar teaching, including Traditional Explicit Instruction (TEI), Implicit Input Enhancement (IIE), and Guided Discovery Method (GDM). The data was collected through the Students’ Evaluation of Educational Quality (SEEQ) questionnaire and a semi-structured interview. The results of descriptive statistics showed that the participants in all three instructional groups generally had positive perceptions of computerized grammar teaching approaches. Despite opposing views, the qualitative data analysis also confirmed the effectiveness of the methods. This study concludes with some important implications for EFL teachers, learners, and educational administrators to improve the quality of education.
References:
Abdallah, A. O. M., & Balla, B. A. A. (2022). Students’ evaluation of teaching effectiveness: Level of acceptance, implementation, and causes for concern (A case study of Saudi faculty members at Jeddah University-Kholais Branch). International Journal of English Language Teaching, 10(3), 24-36. https://tudr.org/id/eprint/407/
Ahmadpour, S., Asadollahfam, H., & Kuhi, D. (2022). The role of contemplative teaching in EFL learners’ speaking development and self-regulation: Learners’ attitudes. Research in English Language Pedagogy, 10(2), 346-368. https://doi.Org/10.30486/RELP.2021 .1926713.1261
Akbari, Z. (2016). The study of EFL students’ perceptions of their problems, needs, and concerns over learning English: The case of MA paramedical students. Journal of Social and Behavioral Sciences, 3(2), 24-34. https://doi.org/10.1016/j.sbspro.2016.10.006
Alizadeh, I. (2018). Exploring language learners’ perception of the effectiveness of an English Language Teaching (ELT) program in Iran. Cogent Education, 5(1), 1553652. https://doi.Org/10.1080 /2331186X.2018.1553652
AlKuwaiti, A., & Subbarayalu, A. V. (2015). Appraisal of students experience survey (SES) as a measure to manage the quality of higher education in the Kingdom of Saudi Arabia: An institutional study using six sigma model. Educational Studies, 41(4), 430-443. https://doi.org/10.1080/03055698.2015.1043977
Al-Muslim, M., & Arifin, Z. (2015). The usability of SEEQ in quality evaluation of Arabic secondary education in Malaysia. International Education Studies, 8(3), 202-211. http://dx.doi.Org/10.5539/ies. v8n3p202
Anderson, J. (2016). Why practice makes perfect sense: The past, present and potential future of the PPP paradigm in language teacher education. English Language Teaching Education and Development (ELTED), 19(1), 14-22. http://www.elted.net/volume-19.html
Archer, A. L. & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. The Guilford Press.
Atchade, M. P. (2002). The impact of learners’ attitudes on second or foreign language learning. Sciences Sociales et Humaines, 4, 45-50.
Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New York University Press.
Ayaz, M. F., & Sekerci, H. (2015). The effects of the constructivist learning approach on student’s academic achievement: A meta-analysis study. Turkish Online Journal of Educational Technology-TOJET, 14(4), 143-156. https://files.eric.ed.gov/fulltext/EJ1077612.pdf
Balam, E. M., & Shannon, D. M. (2010). Student ratings of college teaching: a comparison of faculty and their students. Assessment & Evaluation in Higher Education, 35(2), 209–221. https://doi.org/10.1080/02602930902795901
Bjornsdottir, A. (2016). Focus on Form: Deductive versus inductive techniques in teaching English. http://hdl.handle.net/1946/25960
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93(1), 46-60. https://doi.org/10.1111/j.1540-4781.2009.00827.x
Chan, C. K., Luk, L. Y., & Zeng, M. (2014). Teachers’ perceptions of student evaluations of teaching. Educational Research and Evaluation, 20(4), 275-289. https:// doi.org/10.1080/13803611.20 14.932698
Coffey, M., & Gibbs, G. (2001). The evaluation of the student evaluation of educational quality questionnaire (SEEQ) in UK higher education. Assessment and Evaluation in Higher Education, 26(1), 89-93. https://doi.org/10.1080/02602930020022318
Dash, U., & Barman, P. (2016). Teaching effectiveness of secondary school teachers in the district of Purba Medinipur. Journal Of Humanities and Social Science,21(7),50-63. https:// doi.org/10.97 90/0837-2107075063
Dashtestani, R. (2014). Computer literacy of Iranian teachers of English as a foreign language: Challenges and obstacles. International Journal of Pedagogies and Learning, 9(1), 87-100. https://doi.org/10.1080/18334105.2014.11082022
Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhauser, O., & Dresel, M. (2023). Teaching quality in higher education: Agreement between teacher self-reports and student evaluations. European Journal of Psychological Assessment, 39(3), 176. https:// psycnet. apa. org/ doi/ 10. 1027/1015-5759/a000700
Davidson, R., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S., & Sheridan, J. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65(4), 564-570. https:// doi.org/ 10.1097/0 1.PSY.0000077505.67574.E3
De Jong, T. (2021). The guided inquiry principle in multimedia learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (pp. 394-402). Cambridge University Press.
Derakhshan, A., & Karimian Shirejini, R. (2020). An investigation of the Iranian EFL learners’ perceptions towards the most common writing problems. Sage Open, 10(2), 1-10. https:// doi.o rg/10. 1177/2 1582440 20919523
Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal, 57(4), 344-351. https:// doi. org/ 10.1 093/el t/57.4.344
Duke, N., K. & Pearson, P. D. (2008). Effective practices for developing reading comprehension. The Journal of Education, 189, (1/2) Theory, Research. Reflection on Teaching and Learning, 189(1-2) 107-122. https://doi.org/10.1177/0022057409189001-208
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107. https:// doi. org/10 .2307/4 0264512
Ellis, R. (2008). The study of second language acquisition. Oxford University Press.
Emery, C.R., Kramer, T.R. &Tian, R.G. (2003). Student ratings in higher education. Quality Assurance in Education 11(1), 37-46.
Erdemir, N., & Yesilcınar, S. (2021). Reflective practices in micro-teaching from the perspective of preservice teachers: teacher feedback, peer feedback, and self-reflection. Reflective Practice, 22(6), 766-781. https:// doi. org/ 10.10 80/146 23943. 2021.1968818
Feldman, K. A. (1976). The superior college teacher from the student’s view. Research in Higher Education, 5(3), 243–288. https://doi.org/10.1007/BF00991967
Fincher, C. (1985). Learning theory and research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 63-96). Agathon Press
Florence, A. F., Olubunmi, A. V., & Esther, J. F. (2022). Communication skills and its influence on teacher effectiveness. Universal Journal of Educational Research, 10(3), 240-245.
Gardner, R. C. (1985). Social psychology and second language learning. Edward Arnold.
Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1738184. https://doi.org/10.1080/2331186X.2020.1738184
Graaff, R., & Housen, A. (2009). Investigating the effects and effectiveness of L2 instruction. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 726-755). Blackwell Publishing.
Grammatikopoulos, V., Linardakis, M., Gregoriadis, A., & Oikonomidis, V. (2015). Assessing the students’ evaluations of educational quality (SEEQ) questionnaire in Greek higher education. Higher Education, 70, 395-408. https://doi .org/10.1 007/s1073 4-014-9837-7
Greenbaum, S., & Nelson, G. (2002). An introduction to English grammar. Pearson Education.
Gruba, P. (2004). Computer-assisted language learning (CALL). In A. Davies & C. Elder (Eds.), The handbook of applied linguistics, (pp. 623-648). Blackwell Publishing. http:// dx. doi.o rg/10. 10 02/9780470757000.ch25
Habbash, M. (2020). Computer assisted language learning integration challenges in Saudi Arabian English as a foreign language classes: The case of EFL teachers at Tabuk university. Arab World English Journal (AWEJ), 11(4), 474-489. https:// dx. doi. org/ 10.24 093/awej/vol11no4.30
Hajdin, G., & Pazur, K. (2012). Differentiating between student evaluation of teacher and teaching effectiveness. Journal of Information and Organizational Sciences, 36(2), 123-134. https://hrcak.srce.hr/93738
Harmer, J. (2007). The practice of English language teaching. Longman.
Hulstijn, J. (2003). Incidental and intentional learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 349-381). Blackwell.
Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, and Behavioral Neuroscience, 7(2), 109-119. https:// doi. org/ 10.3758 /CABN.7 .2.109
Jimaa, S. (2013). Students’ rating: Is it a measure of an effective teaching or best gauge of learning? Procedia-Social and Behavioral Sciences, 83, 30-34. https://doi.org/10.1016/j.sbspro.2013.06.006
Kelly, L. (1969). Twenty-five centuries of language teaching. Newbury House.
Khezrlou, S. (2019). Task repetition and corrective feedback: The role of feedback types and structure saliency. English Teaching and Learning, 43(2), 213-233. https://doi.org/10.1007/s42321-019-00025-2
Kumayas, T., & Lengkoan, F. (2023). The challenges of teaching grammar at the university level: Learning from the experience of English lecturer. Journal of English Culture, Language, Literature and Education, 11(1), 98-105. https:// doi. org/1 0.53682 /eclue.v11 i1.605
Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage.
Lee, K. W. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-8. http://www.c3schools.org/MHEC/WebCT/EnglishTeachers_barrierstocall.pd
Lynch, B. K. (1996). Language program evaluation: Theory and practice. Cambridge University Press.
Marsh, H. W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International journal of educational research, 11(3), 253-388. https://psycnet.apa.org/doi/10.1037/0022-0663.79.3.280
Marsh, H. W. (2007). Students’ evaluations of university teaching: A multidimensional perspective. In R. P. Perry & J C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp.319-384). Springer.
Marsh, H. W., & Dunkin, M. J. (1992). Student evaluations of university teaching: A multidimensional perspective. In J. C. Smart (Eds.), Higher education: A handbook of theory and research (pp.143-234). Agathon Press.
Marsh, H. W., Hagu, K. T., Chung, C. M., & Siu, T. L. P. (1997). Students’ evaluations of university teaching: Chinese version of the students’ evaluations of educational quality (SEEQ) instrument. Journal of Educational Psychology, 89(3), 568-572. https://doi.org/10.1037/0022-0663.89.3.568
Marsh, H. W., & Hocevar, D. (1991). Students’ evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period. Teaching and Teacher Education, 7(4), 303–314. https://doi.org/10.1016/0742-051X(91)90001-6
Marsh, H. W., & Roche, L. (1993). The use of students’ evaluations and an individually structured intervention to enhance university teaching effectiveness. American Educational Research Journal, 30(1), 217-251. http://dx.doi.org/10.3102/00028312030001217
Matosas-Lopez, L., & Cuevas-Molano, E. (2022). Assessing teaching effectiveness in blended learning methodologies: Validity and reliability of an instrument with behavioral anchored rating scales. Behavioral Sciences, 12(10), 394. https://doi.org/10.3390/bs12100394
Moeller, A., & Ketsman, O. (2010). Can we learn a language without rules? In M. Bloom & C. Gascoigne (Eds.), Developing global competence (pp. 91-108). Johnson Litho Graphics.
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: A literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1-4. https://doi.org/10.33750/ijhi.v4i1.102
Noland, A. K. (2005). The relationship between teacher transformational leadership and student outcomes (Doctoral dissertation). Miami University. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123168677
Noland, A., & Richards, K. (2014). The Relationship among Transformational Teaching and Student Motivation and Learning. Journal of Effective Teaching, 14(3), 5-20. https://files.eric.ed.gov/fulltext/EJ1060434.pd
Omara, S. (2022). Educational technology in language learning: Analyzing advanced EFL learners’ perception on the use of technology at language institute. Journal of New Trends in English Language Learning, 1(1), 43-58. https://doi.org/10.30495/jntell.2022.69464
Park, M., & Son, J. B. (2022). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 42(2), 320-334. https://doi.org/10.1080/02188791.2020.1815649
Pawlak, M. (2021). Teaching foreign language grammar:New solutions, old problems. Foreign Language Annals, 54(4), 881-896. https://doi.org/10.1111/flan.12563
Postlethwaite, T. N. (2007). Evaluating teacher competence through the use of performance assessment task: An overview. Journal of Personnel Evaluation in Education, 5(1), 121-132.
Pounder, J. S. (2003). Employing transformational leadership to enhance the quality of management development instruction. Journal of Management Development, 22(1), 1-16. https://doi.org/10.1108/02621710310454824
Rahimi, M., & Pourshahbaz, S. (2019). English as foreign language teachers’ TPACK: Emerging research and opportunities. IGI Global.
Rahimi, M., & Yadollahi, S. (2010). Success in learning English as a foreign language as a predictor of computer anxiety. Procedia Computer Science, 3(2), 175–182. https://doi.org/10.1016/j.procs.2010.12.034
Ramzan, M., Javaid, Z. K., Kareem, A., & Mobeen, S. (2023). Amplifying Classroom Enjoyment and Cultivating Positive Learning Attitudes among ESL Learners. Pakistan Journal of Humanities and Social Sciences, 11(2), 2298-2308. https://doi.org/10.52131/pjhss.2023.1102.0522
Richardson, J. T. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment and Evaluation in Higher Education, 30(4), 387-415. https://doi.org/10.1080/02602930500099193
Rixon, S., & Smith, R. (2012). Survey review: The work of Brian Abbs and Ingrid Freebairn. ELT Journal, 66(3), 383-393. http://www.teachingenglish.org.uk/elt-research
Rodriguez, A. (2009). Teaching grammar to adult English language learners: Focus on form. Center for Applied Linguistics.
Sadeghi, K., & Khezrlou, S. (2016). The experience of burnout among English language teachers in Iran: Self and other determinants. Teacher Development, 20(5), 1-17. https://doi.org/10.1080/13664530.2016.1185028
Sadeghi, K., Khezrlou, S., & Modirkhameneh, S. (2017). Calling Iranian learners of L2 English: Effect of gloss type on lexical retention and academic reading performance under different learning conditions. Journal of Research in Reading, 40(1), 66-86. https://doi.org/10.1111/1467-9817.12088
Safari, P. (2017). Proletarianization of English language teaching: Iranian EFL teachers and their alternative role as transformative intellectuals. Policy Futures in Education, 15(1), 74-99. https://doi.org/10.1177/1478210316681203
Safdari, M. (2019). Input flooding, input enhancement and writing performance: Effects and percepts. International Journal of Instruction, 12(4), 281-296. https://doi.org/10.29333/iji.2019.12418a
Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y. H. (2007). A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(10), 1436-1460. https://doi.org/10.1002/tea.20212
Schurz, A., & Coumel, M. (2020). Grammar teaching in ELT: A cross-national comparison of teacher-reported practices. Language Teaching Research, 0(0).
Selami, A. (2018). Technology and foreign language anxiety: Implications for practice and future research. Journal of Language and Linguistic Studies, 14 (2), 193-211. https://doi.org/0000-0003-1614-874X
Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational Research Journal, 8(2), 62-71. https://doi.org/10.30918/AERJ.8S2.20.033
Shimanskaya, E. (2018). On the role of input in second language acquisition: The case of French strong pronouns. Language Learning, 68(3), 780-812. https://doi.org/10.1111/lang.12298
Shoja, E. Z. (2011). Foreign language education and environmental consciousness. Encounter: Education for Meaning and Social Justice, 24(3), 26-31.
Sik, K. (2014). Using inductive or deductive methods in teaching grammar to adult learners of English (Doctoral dissertation). http://earsiv.atauni.edu.tr/xmlui/bitstream/handle/123456789/1211/kübra_şık_tez.pdf?sequence
Simon, O. I., & Boyer, T. L. (2010). Teaching effectiveness: From the perspectives of educators. Rinehart and Winston.
Simpson, R. D. (1995). Uses and misuses of student evaluations of teaching effectiveness. Innovative Higher Education, 20(1), 3-5.
Slade, P., & McConville, C. (2006). The validity of student evaluations of teaching. International Journal for Educational Integrity, 2(2). 43-59. https://doi.org/10.21913/IJEI.v2i2.21
Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24(4), 569-608. https://doi.org/10.1007/s10648-012-9199-6
Smith, M. (1993). Input enhancement in instructed SLA. Studies in Second Language Acquisition, 15(2), 165-179. http://dx.doi.org/10.1017/S0272263100011943
Soori, A., Kafipour, R., & Souri, M. (2011). ELT textbook evaluation and graphic representation. European Journal of Social Sciences, 26(3), 481- 493. http://dx.doi.org/10.17507/jltr.0702.13
Soozandehfar, S., & Sahragard, R. (2017). A putative model of transformative teaching self. Applied Research on English Language, 6(3), 363-386. https://doi.org/10.22108/are.2017.103311.1083
Stathis, R., & Gotsch, P. (2013). Grammar gallery: The research basis. The Teacher Writing Center.
Stringer, M., & Irwing, P. (1998). Students’ evaluations of teaching effectiveness: A structural equation modeling. British Journal of Educational Psychology, 68, 409-426. https://doi.org/10.1111/j.2044-8279.1998.tb01301.x
Sugano, S. G. C., & Nabua, E. B. (2020). Meta-Analysis on the Effects of Teaching Methods on Academic Performance in Chemistry. International Journal of Instruction, 13(2), 881-894. https://doi.org/10.29333/iji.2020.13259a
Sulistiani, N. E., & Agustini, R. (2022). Improvement of student’s creative thinking skills by guided inquiry-based student worksheet in acid-base materials. Jurnal Pendidikan Kimia (JPKim), 14(3), 139-148. https://doi.org/10.24114/jpkim.v14i3.37396
Takala, A. (2016). Grammar teaching methods in EFL lessons: Factors to consider when making instructional decisions (Master's thesis), University of Jyvaskyla.
Tang, S. Y. F., & Chow, A. W. K. (2007). Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher Education, 23(7), 1066-1085. https://doi.org/10.1016/j.tate.2006.07.013
Toor, K. K. (2014). A study of teacher effectiveness, general intelligence and creativity of secondary school teachers. MIER Journal of Educational Studies Trends and Practices, 51-65. https://doi.org/10.52634/mier/2014/v4/i1/1482
Tran-Hoang, T. (2009). Learning strategies used by successful language learners. Alliant International University.
Umer, S., & Siddiqui, J. (2013). Improving trends of teaching methods used in the concept schools of Karachi: An evaluative study. Educational Research International, 2(2), 146-154.
Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: the kappa statistic. Fam med, 37(5), 360_363. https://www.stfm.org/Portals/49/Documents/FMPDF/FamilyMedicineVol37Issue5Viera360.pdf
Wang, Y., & Hsu, K. C. (2023). How teaching quality and students’ academic emotions influence university students’ learning effectiveness. In International workshop on learning technology for education challenges (pp. 328-341). Springer.
Wang, C., Tseng, W. T., Chen, Y. L., & Cheng, H. F. (2020). Classroom interactions in the target language: Learners’ perceptions, willingness to communicate, and communication behavior. The Asia-Pacific Education Researcher, 29, 393-404. https://doi.org/10.1007/s40299-019-00492-y
Watkins, D., & Thomas, B. (1991). Assessing teaching effectiveness: An Indian perspective. Assessment and Evaluation in Higher Education, 16(3), 185–198. https://doi.org/10.1080/0260293910160302
Wright, W. A., & O’Neil, M. C. (1992). Improving summative student ratings of instruction practice. Journal of Staff, Program, and Organizational Development, 10(2), 75-85.
Yaghobian, F., Samuel, M., & Mahmoudi, M. (2018). Learner’s use of first language in EFL collaborative learning: A sociocultural view. MOJES: Malaysian Online Journal of Educational Sciences, 5(4), 36-55. https://mojem.um.edu.my/index.php/MOJES/article/view/12518/8087
Yan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: Usefulness and factors influencing implementation. Educational Psychology Review, 35(3), 81. https://doi.org/10.1007/s10648-023-09799-1
Yufrizal, H. (2017). Teachers and students' perceptions of communicative competence in English as a foreign language in Indonesia. Educational Research and Reviews, 12(17), 867-883. https://doi.org/10.5897/ERR2017.3243
Zabaleta, F. (2007). The use and misuse of student evaluations of teaching. Teaching in Higher Education, 12(1), 55-76. https://doi.org/10.1080/13562510601102131
Zamanian, J., & Saeidi, M. (2017). Iranian EFL Teachers’ perceptions, practices and problems regarding raising students’ intercultural awareness. International Journal of English Linguistics, 7(4), 257-266. http://dx.doi.org/10.5539/ijel.v7n4p257
Zarbafian, A. (2014). The Effect of the Three Different Dimensions of Transformative Teaching on Iranian EFL Students: A Macro Study on Teaching Professionalism. Procedia-Social and Behavioral Sciences, 136, 288-292. https://doi.org/10.1016/j.sbspro.2014.05.33
Zarei, M., Ahour, T., & Seifoori, Z. (2020). Impacts of implicit, explicit, and emergent feedback strategies on EFL learners’ motivation, attitude and perception. Cogent Education, 7(1), 1-17. https://doi.org/10.1080/2331186X.2020.1727130
Zhang, J. (2009). Necessity of grammar teaching. International Education Studies, 2(2), 184-187. https://doi.org/10.5539/ies.v2n2p184
Zhao, L., Xu, P., Chen, Y., & Yan, S. (2022). A literature review of the research on students’ evaluation of teaching in higher education. Frontiers in Psychology, 13, 1-9. https://doi.org/10.3389/fpsyg.2022.1004487
Zimmerman, B. J. (1990). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://psycnet.apa.org/doi/10.1037/0022-0663.81.3.329
Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2020). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 38(8), 1811-1837. https://doi.org/10.1080/09588221.2020.1839502
Abdallah, A. O. M., & Balla, B. A. A. (2022). Students’ evaluation of teaching effectiveness: Level of acceptance, implementation, and causes for concern (A case study of Saudi faculty members at Jeddah University-Kholais Branch). International Journal of English Language Teaching, 10(3), 24-36. https://tudr.org/id/eprint/407/
Ahmadpour, S., Asadollahfam, H., & Kuhi, D. (2022). The role of contemplative teaching in EFL learners’ speaking development and self-regulation: Learners’ attitudes. Research in English Language Pedagogy, 10(2), 346-368. https://doi.Org/10.30486/RELP.2021 .1926713.1261
Akbari, Z. (2016). The study of EFL students’ perceptions of their problems, needs, and concerns over learning English: The case of MA paramedical students. Journal of Social and Behavioral Sciences, 3(2), 24-34. https://doi.org/10.1016/j.sbspro.2016.10.006
Alizadeh, I. (2018). Exploring language learners’ perception of the effectiveness of an English Language Teaching (ELT) program in Iran. Cogent Education, 5(1), 1553652. https://doi.Org/10.1080 /2331186X.2018.1553652
AlKuwaiti, A., & Subbarayalu, A. V. (2015). Appraisal of students experience survey (SES) as a measure to manage the quality of higher education in the Kingdom of Saudi Arabia: An institutional study using six sigma model. Educational Studies, 41(4), 430-443. https://doi.org/10.1080/03055698.2015.1043977
Al-Muslim, M., & Arifin, Z. (2015). The usability of SEEQ in quality evaluation of Arabic secondary education in Malaysia. International Education Studies, 8(3), 202-211. http://dx.doi.Org/10.5539/ies. v8n3p202
Anderson, J. (2016). Why practice makes perfect sense: The past, present and potential future of the PPP paradigm in language teacher education. English Language Teaching Education and Development (ELTED), 19(1), 14-22. http://www.elted.net/volume-19.html
Archer, A. L. & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. The Guilford Press.
Atchade, M. P. (2002). The impact of learners’ attitudes on second or foreign language learning. Sciences Sociales et Humaines, 4, 45-50.
Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New York University Press.
Ayaz, M. F., & Sekerci, H. (2015). The effects of the constructivist learning approach on student’s academic achievement: A meta-analysis study. Turkish Online Journal of Educational Technology-TOJET, 14(4), 143-156. https://files.eric.ed.gov/fulltext/EJ1077612.pdf
Balam, E. M., & Shannon, D. M. (2010). Student ratings of college teaching: a comparison of faculty and their students. Assessment & Evaluation in Higher Education, 35(2), 209–221. https://doi.org/10.1080/02602930902795901
Bjornsdottir, A. (2016). Focus on Form: Deductive versus inductive techniques in teaching English. http://hdl.handle.net/1946/25960
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93(1), 46-60. https://doi.org/10.1111/j.1540-4781.2009.00827.x
Chan, C. K., Luk, L. Y., & Zeng, M. (2014). Teachers’ perceptions of student evaluations of teaching. Educational Research and Evaluation, 20(4), 275-289. https:// doi.org/10.1080/13803611.20 14.932698
Coffey, M., & Gibbs, G. (2001). The evaluation of the student evaluation of educational quality questionnaire (SEEQ) in UK higher education. Assessment and Evaluation in Higher Education, 26(1), 89-93. https://doi.org/10.1080/02602930020022318
Dash, U., & Barman, P. (2016). Teaching effectiveness of secondary school teachers in the district of Purba Medinipur. Journal Of Humanities and Social Science,21(7),50-63. https:// doi.org/10.97 90/0837-2107075063
Dashtestani, R. (2014). Computer literacy of Iranian teachers of English as a foreign language: Challenges and obstacles. International Journal of Pedagogies and Learning, 9(1), 87-100. https://doi.org/10.1080/18334105.2014.11082022
Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhauser, O., & Dresel, M. (2023). Teaching quality in higher education: Agreement between teacher self-reports and student evaluations. European Journal of Psychological Assessment, 39(3), 176. https:// psycnet. apa. org/ doi/ 10. 1027/1015-5759/a000700
Davidson, R., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S., & Sheridan, J. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65(4), 564-570. https:// doi.org/ 10.1097/0 1.PSY.0000077505.67574.E3
De Jong, T. (2021). The guided inquiry principle in multimedia learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (pp. 394-402). Cambridge University Press.
Derakhshan, A., & Karimian Shirejini, R. (2020). An investigation of the Iranian EFL learners’ perceptions towards the most common writing problems. Sage Open, 10(2), 1-10. https:// doi.o rg/10. 1177/2 1582440 20919523
Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal, 57(4), 344-351. https:// doi. org/ 10.1 093/el t/57.4.344
Duke, N., K. & Pearson, P. D. (2008). Effective practices for developing reading comprehension. The Journal of Education, 189, (1/2) Theory, Research. Reflection on Teaching and Learning, 189(1-2) 107-122. https://doi.org/10.1177/0022057409189001-208
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107. https:// doi. org/10 .2307/4 0264512
Ellis, R. (2008). The study of second language acquisition. Oxford University Press.
Emery, C.R., Kramer, T.R. &Tian, R.G. (2003). Student ratings in higher education. Quality Assurance in Education 11(1), 37-46.
Erdemir, N., & Yesilcınar, S. (2021). Reflective practices in micro-teaching from the perspective of preservice teachers: teacher feedback, peer feedback, and self-reflection. Reflective Practice, 22(6), 766-781. https:// doi. org/ 10.10 80/146 23943. 2021.1968818
Feldman, K. A. (1976). The superior college teacher from the student’s view. Research in Higher Education, 5(3), 243–288. https://doi.org/10.1007/BF00991967
Fincher, C. (1985). Learning theory and research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 63-96). Agathon Press
Florence, A. F., Olubunmi, A. V., & Esther, J. F. (2022). Communication skills and its influence on teacher effectiveness. Universal Journal of Educational Research, 10(3), 240-245.
Gardner, R. C. (1985). Social psychology and second language learning. Edward Arnold.
Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1738184. https://doi.org/10.1080/2331186X.2020.1738184
Graaff, R., & Housen, A. (2009). Investigating the effects and effectiveness of L2 instruction. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 726-755). Blackwell Publishing.
Grammatikopoulos, V., Linardakis, M., Gregoriadis, A., & Oikonomidis, V. (2015). Assessing the students’ evaluations of educational quality (SEEQ) questionnaire in Greek higher education. Higher Education, 70, 395-408. https://doi .org/10.1 007/s1073 4-014-9837-7
Greenbaum, S., & Nelson, G. (2002). An introduction to English grammar. Pearson Education.
Gruba, P. (2004). Computer-assisted language learning (CALL). In A. Davies & C. Elder (Eds.), The handbook of applied linguistics, (pp. 623-648). Blackwell Publishing. http:// dx. doi.o rg/10. 10 02/9780470757000.ch25
Habbash, M. (2020). Computer assisted language learning integration challenges in Saudi Arabian English as a foreign language classes: The case of EFL teachers at Tabuk university. Arab World English Journal (AWEJ), 11(4), 474-489. https:// dx. doi. org/ 10.24 093/awej/vol11no4.30
Hajdin, G., & Pazur, K. (2012). Differentiating between student evaluation of teacher and teaching effectiveness. Journal of Information and Organizational Sciences, 36(2), 123-134. https://hrcak.srce.hr/93738
Harmer, J. (2007). The practice of English language teaching. Longman.
Hulstijn, J. (2003). Incidental and intentional learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 349-381). Blackwell.
Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, and Behavioral Neuroscience, 7(2), 109-119. https:// doi. org/ 10.3758 /CABN.7 .2.109
Jimaa, S. (2013). Students’ rating: Is it a measure of an effective teaching or best gauge of learning? Procedia-Social and Behavioral Sciences, 83, 30-34. https://doi.org/10.1016/j.sbspro.2013.06.006
Kelly, L. (1969). Twenty-five centuries of language teaching. Newbury House.
Khezrlou, S. (2019). Task repetition and corrective feedback: The role of feedback types and structure saliency. English Teaching and Learning, 43(2), 213-233. https://doi.org/10.1007/s42321-019-00025-2
Kumayas, T., & Lengkoan, F. (2023). The challenges of teaching grammar at the university level: Learning from the experience of English lecturer. Journal of English Culture, Language, Literature and Education, 11(1), 98-105. https:// doi. org/1 0.53682 /eclue.v11 i1.605
Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage.
Lee, K. W. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-8. http://www.c3schools.org/MHEC/WebCT/EnglishTeachers_barrierstocall.pd
Lynch, B. K. (1996). Language program evaluation: Theory and practice. Cambridge University Press.
Marsh, H. W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International journal of educational research, 11(3), 253-388. https://psycnet.apa.org/doi/10.1037/0022-0663.79.3.280
Marsh, H. W. (2007). Students’ evaluations of university teaching: A multidimensional perspective. In R. P. Perry & J C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp.319-384). Springer.
Marsh, H. W., & Dunkin, M. J. (1992). Student evaluations of university teaching: A multidimensional perspective. In J. C. Smart (Eds.), Higher education: A handbook of theory and research (pp.143-234). Agathon Press.
Marsh, H. W., Hagu, K. T., Chung, C. M., & Siu, T. L. P. (1997). Students’ evaluations of university teaching: Chinese version of the students’ evaluations of educational quality (SEEQ) instrument. Journal of Educational Psychology, 89(3), 568-572. https://doi.org/10.1037/0022-0663.89.3.568
Marsh, H. W., & Hocevar, D. (1991). Students’ evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period. Teaching and Teacher Education, 7(4), 303–314. https://doi.org/10.1016/0742-051X(91)90001-6
Marsh, H. W., & Roche, L. (1993). The use of students’ evaluations and an individually structured intervention to enhance university teaching effectiveness. American Educational Research Journal, 30(1), 217-251. http://dx.doi.org/10.3102/00028312030001217
Matosas-Lopez, L., & Cuevas-Molano, E. (2022). Assessing teaching effectiveness in blended learning methodologies: Validity and reliability of an instrument with behavioral anchored rating scales. Behavioral Sciences, 12(10), 394. https://doi.org/10.3390/bs12100394
Moeller, A., & Ketsman, O. (2010). Can we learn a language without rules? In M. Bloom & C. Gascoigne (Eds.), Developing global competence (pp. 91-108). Johnson Litho Graphics.
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: A literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1-4. https://doi.org/10.33750/ijhi.v4i1.102
Noland, A. K. (2005). The relationship between teacher transformational leadership and student outcomes (Doctoral dissertation). Miami University. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123168677
Noland, A., & Richards, K. (2014). The Relationship among Transformational Teaching and Student Motivation and Learning. Journal of Effective Teaching, 14(3), 5-20. https://files.eric.ed.gov/fulltext/EJ1060434.pd
Omara, S. (2022). Educational technology in language learning: Analyzing advanced EFL learners’ perception on the use of technology at language institute. Journal of New Trends in English Language Learning, 1(1), 43-58. https://doi.org/10.30495/jntell.2022.69464
Park, M., & Son, J. B. (2022). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 42(2), 320-334. https://doi.org/10.1080/02188791.2020.1815649
Pawlak, M. (2021). Teaching foreign language grammar:New solutions, old problems. Foreign Language Annals, 54(4), 881-896. https://doi.org/10.1111/flan.12563
Postlethwaite, T. N. (2007). Evaluating teacher competence through the use of performance assessment task: An overview. Journal of Personnel Evaluation in Education, 5(1), 121-132.
Pounder, J. S. (2003). Employing transformational leadership to enhance the quality of management development instruction. Journal of Management Development, 22(1), 1-16. https://doi.org/10.1108/02621710310454824
Rahimi, M., & Pourshahbaz, S. (2019). English as foreign language teachers’ TPACK: Emerging research and opportunities. IGI Global.
Rahimi, M., & Yadollahi, S. (2010). Success in learning English as a foreign language as a predictor of computer anxiety. Procedia Computer Science, 3(2), 175–182. https://doi.org/10.1016/j.procs.2010.12.034
Ramzan, M., Javaid, Z. K., Kareem, A., & Mobeen, S. (2023). Amplifying Classroom Enjoyment and Cultivating Positive Learning Attitudes among ESL Learners. Pakistan Journal of Humanities and Social Sciences, 11(2), 2298-2308. https://doi.org/10.52131/pjhss.2023.1102.0522
Richardson, J. T. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment and Evaluation in Higher Education, 30(4), 387-415. https://doi.org/10.1080/02602930500099193
Rixon, S., & Smith, R. (2012). Survey review: The work of Brian Abbs and Ingrid Freebairn. ELT Journal, 66(3), 383-393. http://www.teachingenglish.org.uk/elt-research
Rodriguez, A. (2009). Teaching grammar to adult English language learners: Focus on form. Center for Applied Linguistics.
Sadeghi, K., & Khezrlou, S. (2016). The experience of burnout among English language teachers in Iran: Self and other determinants. Teacher Development, 20(5), 1-17. https://doi.org/10.1080/13664530.2016.1185028
Sadeghi, K., Khezrlou, S., & Modirkhameneh, S. (2017). Calling Iranian learners of L2 English: Effect of gloss type on lexical retention and academic reading performance under different learning conditions. Journal of Research in Reading, 40(1), 66-86. https://doi.org/10.1111/1467-9817.12088
Safari, P. (2017). Proletarianization of English language teaching: Iranian EFL teachers and their alternative role as transformative intellectuals. Policy Futures in Education, 15(1), 74-99. https://doi.org/10.1177/1478210316681203
Safdari, M. (2019). Input flooding, input enhancement and writing performance: Effects and percepts. International Journal of Instruction, 12(4), 281-296. https://doi.org/10.29333/iji.2019.12418a
Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y. H. (2007). A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(10), 1436-1460. https://doi.org/10.1002/tea.20212
Schurz, A., & Coumel, M. (2020). Grammar teaching in ELT: A cross-national comparison of teacher-reported practices. Language Teaching Research, 0(0).
Selami, A. (2018). Technology and foreign language anxiety: Implications for practice and future research. Journal of Language and Linguistic Studies, 14 (2), 193-211. https://doi.org/0000-0003-1614-874X
Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational Research Journal, 8(2), 62-71. https://doi.org/10.30918/AERJ.8S2.20.033
Shimanskaya, E. (2018). On the role of input in second language acquisition: The case of French strong pronouns. Language Learning, 68(3), 780-812. https://doi.org/10.1111/lang.12298
Shoja, E. Z. (2011). Foreign language education and environmental consciousness. Encounter: Education for Meaning and Social Justice, 24(3), 26-31.
Sik, K. (2014). Using inductive or deductive methods in teaching grammar to adult learners of English (Doctoral dissertation). http://earsiv.atauni.edu.tr/xmlui/bitstream/handle/123456789/1211/kübra_şık_tez.pdf?sequence
Simon, O. I., & Boyer, T. L. (2010). Teaching effectiveness: From the perspectives of educators. Rinehart and Winston.
Simpson, R. D. (1995). Uses and misuses of student evaluations of teaching effectiveness. Innovative Higher Education, 20(1), 3-5.
Slade, P., & McConville, C. (2006). The validity of student evaluations of teaching. International Journal for Educational Integrity, 2(2). 43-59. https://doi.org/10.21913/IJEI.v2i2.21
Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24(4), 569-608. https://doi.org/10.1007/s10648-012-9199-6
Smith, M. (1993). Input enhancement in instructed SLA. Studies in Second Language Acquisition, 15(2), 165-179. http://dx.doi.org/10.1017/S0272263100011943
Soori, A., Kafipour, R., & Souri, M. (2011). ELT textbook evaluation and graphic representation. European Journal of Social Sciences, 26(3), 481- 493. http://dx.doi.org/10.17507/jltr.0702.13
Soozandehfar, S., & Sahragard, R. (2017). A putative model of transformative teaching self. Applied Research on English Language, 6(3), 363-386. https://doi.org/10.22108/are.2017.103311.1083
Stathis, R., & Gotsch, P. (2013). Grammar gallery: The research basis. The Teacher Writing Center.
Stringer, M., & Irwing, P. (1998). Students’ evaluations of teaching effectiveness: A structural equation modeling. British Journal of Educational Psychology, 68, 409-426. https://doi.org/10.1111/j.2044-8279.1998.tb01301.x
Sugano, S. G. C., & Nabua, E. B. (2020). Meta-Analysis on the Effects of Teaching Methods on Academic Performance in Chemistry. International Journal of Instruction, 13(2), 881-894. https://doi.org/10.29333/iji.2020.13259a
Sulistiani, N. E., & Agustini, R. (2022). Improvement of student’s creative thinking skills by guided inquiry-based student worksheet in acid-base materials. Jurnal Pendidikan Kimia (JPKim), 14(3), 139-148. https://doi.org/10.24114/jpkim.v14i3.37396
Takala, A. (2016). Grammar teaching methods in EFL lessons: Factors to consider when making instructional decisions (Master's thesis), University of Jyvaskyla.
Tang, S. Y. F., & Chow, A. W. K. (2007). Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher Education, 23(7), 1066-1085. https://doi.org/10.1016/j.tate.2006.07.013
Toor, K. K. (2014). A study of teacher effectiveness, general intelligence and creativity of secondary school teachers. MIER Journal of Educational Studies Trends and Practices, 51-65. https://doi.org/10.52634/mier/2014/v4/i1/1482
Tran-Hoang, T. (2009). Learning strategies used by successful language learners. Alliant International University.
Umer, S., & Siddiqui, J. (2013). Improving trends of teaching methods used in the concept schools of Karachi: An evaluative study. Educational Research International, 2(2), 146-154.
Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: the kappa statistic. Fam med, 37(5), 360_363. https://www.stfm.org/Portals/49/Documents/FMPDF/FamilyMedicineVol37Issue5Viera360.pdf
Wang, Y., & Hsu, K. C. (2023). How teaching quality and students’ academic emotions influence university students’ learning effectiveness. In International workshop on learning technology for education challenges (pp. 328-341). Springer.
Wang, C., Tseng, W. T., Chen, Y. L., & Cheng, H. F. (2020). Classroom interactions in the target language: Learners’ perceptions, willingness to communicate, and communication behavior. The Asia-Pacific Education Researcher, 29, 393-404. https://doi.org/10.1007/s40299-019-00492-y
Watkins, D., & Thomas, B. (1991). Assessing teaching effectiveness: An Indian perspective. Assessment and Evaluation in Higher Education, 16(3), 185–198. https://doi.org/10.1080/0260293910160302
Wright, W. A., & O’Neil, M. C. (1992). Improving summative student ratings of instruction practice. Journal of Staff, Program, and Organizational Development, 10(2), 75-85.
Yaghobian, F., Samuel, M., & Mahmoudi, M. (2018). Learner’s use of first language in EFL collaborative learning: A sociocultural view. MOJES: Malaysian Online Journal of Educational Sciences, 5(4), 36-55. https://mojem.um.edu.my/index.php/MOJES/article/view/12518/8087
Yan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: Usefulness and factors influencing implementation. Educational Psychology Review, 35(3), 81. https://doi.org/10.1007/s10648-023-09799-1
Yufrizal, H. (2017). Teachers and students' perceptions of communicative competence in English as a foreign language in Indonesia. Educational Research and Reviews, 12(17), 867-883. https://doi.org/10.5897/ERR2017.3243
Zabaleta, F. (2007). The use and misuse of student evaluations of teaching. Teaching in Higher Education, 12(1), 55-76. https://doi.org/10.1080/13562510601102131
Zamanian, J., & Saeidi, M. (2017). Iranian EFL Teachers’ perceptions, practices and problems regarding raising students’ intercultural awareness. International Journal of English Linguistics, 7(4), 257-266. http://dx.doi.org/10.5539/ijel.v7n4p257
Zarbafian, A. (2014). The Effect of the Three Different Dimensions of Transformative Teaching on Iranian EFL Students: A Macro Study on Teaching Professionalism. Procedia-Social and Behavioral Sciences, 136, 288-292. https://doi.org/10.1016/j.sbspro.2014.05.33
Zarei, M., Ahour, T., & Seifoori, Z. (2020). Impacts of implicit, explicit, and emergent feedback strategies on EFL learners’ motivation, attitude and perception. Cogent Education, 7(1), 1-17. https://doi.org/10.1080/2331186X.2020.1727130
Zhang, J. (2009). Necessity of grammar teaching. International Education Studies, 2(2), 184-187. https://doi.org/10.5539/ies.v2n2p184
Zhao, L., Xu, P., Chen, Y., & Yan, S. (2022). A literature review of the research on students’ evaluation of teaching in higher education. Frontiers in Psychology, 13, 1-9. https://doi.org/10.3389/fpsyg.2022.1004487
Zimmerman, B. J. (1990). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://psycnet.apa.org/doi/10.1037/0022-0663.81.3.329
Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2020). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 38(8), 1811-1837. https://doi.org/10.1080/09588221.2020.1839502