List of Articles Bahram Dehghanpour

• Open Access Article
  • Abstract Page
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  1 - Role of Flipped, Blended, and Conventional Learning Environments on Developing Pronunciation of EFL Learners Using ELSA Apps
  بهرام دهقانپور ژاله بهشتی محمود جلالی
  10.30495/lct.2023.1972987.1073
  The current study aimed at considering the effects of flipped, blended, and conventional classes on developing pronunciation features among Iranian EFL learners. It also investigates the role of the ELSA app in flipped, blended, and conventional classes. For this purpos More

  The current study aimed at considering the effects of flipped, blended, and conventional classes on developing pronunciation features among Iranian EFL learners. It also investigates the role of the ELSA app in flipped, blended, and conventional classes. For this purpose, a total number of 120 pre-intermediate EFL learners (boys and girls) were chosen to take part in the study. They were divided into different classes including flipped, blended, and conventional classes. According to the results of this study, flipped classes was more effective in terms of improving students' pronunciation compared to blended and conventional classroom. Also, based on the results, the blended method was the second method that had the highest efficiency among the three. Overall, it was concluded that using flipped and blended methods could be effective in terms of enhancing the level of pronunciation among students and they need to be taken into consideration by material developers, designers, and teachers. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - The Role of Corrective Feedback Via Offline and Online Applications on Iranian EFL Learners’ Grammatical Accuracy
  بهرام دهقانپور ژاله بهشتی مجید دهستانی
  10.30495/lct.2022.1972989.1074
  The present study aimed to compare the grammatical accuracy of Iranian EFL learners who were exposed to online and offline applications in distance learning. The participants who provided data for this study were 30 intermediate EFL female learners. They were divided in More

  The present study aimed to compare the grammatical accuracy of Iranian EFL learners who were exposed to online and offline applications in distance learning. The participants who provided data for this study were 30 intermediate EFL female learners. They were divided into control and experimental groups. First of all, they were asked to participate in the grammar test designed in Google Docs form- an online application- and the grammar test designed via the “Learn English Grammar application”- an offline application. Then, students shared the links through the WhatsApp application and the teacher checked their results in terms of grammatical accuracy. In the first phase of the study, the mean difference in their grammar accuracy was not significant. After examining their papers and finding some grammatical errors students faced, the teacher explained the grammatical points in LMS classes for the control group; while the same subjects were assigned to the experimental group to work with via application. The students were also examined via the application and the teacher’s direct correction in 8 sessions. After treatment, the same test was held through the application and google docs. The result showed that participants of the offline group outperformed the groups whose errors were corrected by the teacher. Since the former could retake the test and choose the correct answers via application repeatedly, thus they learn better from their mistake as they were compared to the control group who were corrected by the teacher. The findings of this study offer promising implications for material developers, syllabus designers, EFL teachers, and learners. Manuscript profile