Role of Flipped, Blended, and Conventional Learning Environments on Developing Pronunciation of EFL Learners Using ELSA Apps
الموضوعات : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)بهرام دهقانپور 1 , ژاله بهشتی 2 , محمود جلالی 3
1 - استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد لنجان، اصفهان، ایران
2 - استادیار گروه زبان انگلیسی، دانشگاه شهید اشرفی اصفهانی، سپاهان شهر، اصفهان، ایران
3 - گروه زبان انگلیسی، دانشگاه پیام نور، نجف آباد، ایران
الکلمات المفتاحية: flipped classroom, Pronunciation ability, Blended classroom, Conventional classroom, Pre-intermediate students,
ملخص المقالة :
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.
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