The Impact of AI-Scaffolding Flipped Classrooms on Writing Performance and Academic Anxiety of Iranian EFL Learners: A Mixed Methods Study
Subject Areas : Tech-Assisted Language Teaching
1 - Department of English Language, ShQ.C., Islamic Azad University, Tehran, Iran
Keywords: academic anxiety, artificial intelligence, flipped instruction, scaffolding, writing,
Abstract :
Learning a new language has its own psychological challenges among which the anxiety index received the highest attention. Integrating Artificial Intelligence (AI) chatbots in the field of language acquisition might deemed effective as they provide EFL learners with more audacity to activate and trigger the passive knowledge into an accurate and cohesive output, resulting in a considerable decline in the debilitative notion of academic anxiety index. The present mixed methods experimental study aimed to depict the engagement of AI bots in the process of EFL learners’ writing tasks outside the classrooms as they received supported feedback through AI in a flipped fashion of practice. From the subject pool of 171 Iranian EFL sophomore participants, 63 were selected via an OPT test of language proficiency, and randomly assigned into two groups of experimental and one control. The experimental groups were trained to receive corrective feedback in flipped instruction practice, one experimental via AI-scaffolding and another experimental group via the teacher-assisted AI-scaffolding, to improve their performance in writing tasks. The control group followed the conventional trend and received no AI scaffolding. The accredited anxiety questionnaire along with a validated writing-task test for the quantitative phase, and the accredited open-ended semi-structured interview questions for the qualitative phase, were the instruments of the present study. The data obtained from the pretest and posttest were subjected to statistical analysis using a one-way ANOVA. The results confirmed that the teacher-assisted AI-scaffolding group significantly outperformed the AI-scaffolding group in improving their writing performance and alleviating academic anxiety due to the facilitative teacher assistance in applying AI prompts. The findings would be beneficial for EFL teachers, learners, and policy-makers in the TEFL field.
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Fryer, L., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279-289. https://doi.org/10.1016/j.chb.2018.12.023
García-Ponce, E. E., & Mora-Pablo, I. (2020). Challenges of using a blended learning approach: A flipped classroom in an English teacher education program in Mexico. Higher Learning Research Communications, 10(2), 116–133. https://doi.org/10.18870/hlrc.v10i2.1209
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Harraqi, M. (2017). Review of Aida Walqui’s scaffolding instruction for English language learners: A conceptual framework. American Journal of Arts and Design, 2(3), 84-88.
Heift, T., & Chapelle, C. A. (2012). Language learning through technology. In S.M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 555–569). Routledge.
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Hosseini, S., Shafipoor, M., & Teimourtash, M. (2024). The comparative effects of intensive vs. extensive recasts through grammar-focused tasks on Iranian intermediate EFL learners’ grammatical accuracy in writing. Curriculum Research. 4(3), 1-12. https://doi.org/10.71703/cure.2023.310-1079
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, research issues and application of artificial intelligence in language education. Educational Technology & Society, 26(1), 112-131.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language teaching, 39(2), 83-101.
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Kashef, S. H. & Barzegari, F. (2023). EFL Teachers' Attitudes towards Self-Directed Language Learning in Diverse Academic Settings. International Journal of Practical and
Pedagogical Issues in English Education, 1(3), 1-11. https://doi.org/10.22034/ijpie.2023.179557
Khajeh Khosravi, S. (2017). The effect of symmetrical scaffolding on the reading comprehension of Iranian EFL learners. International Journal of Psychological and Brain Sciences, 2(4), 95-99.
Khasawneh, M. A. S. (2023). Integrating AI-based virtual conversation partners in enhancing speaking skills in foreign languages: Insights from university students. Journal of Southwest Jiaotong University, 58(5).
Kim, J., Park, H., Jang, M., & Nam, H. (2017). Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260–284.
Kim, N.-Y., Cha, Y., & Kim, H.-S. (2019). Future English learning: Chatbots and artificial intelligence. Multimedia-Assisted Language Learning, 22(3), 32-53.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC, 54(2), 537-550.
Kozulin, A. (2018). Vygotsky’s theory in the context of other approaches to psychology. Educational Psychologist, 53(2), 111-124.
Lacey, M. M., Campbell, S. G., Shaw, H., & Smith D. P. (2020). Self-selecting peer groups formed within the laboratory environment have a lasting effect on individual student attainment and working practices. FEBS OpenBio.10(7):1194-1209. https://doi.org/10.1002/2211-5463.12902
Lantolf, J. P., & Poehner, M. E. (2018). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. Routledge.
Liu, W., Chen, Y., & Wang, Z. (2024). The role of AI tools in multimodal composing for EFL learners. Journal of Second Language Writing, 59.
https://doi.org/10.1016/j.jslw.2024.101278
Luo, J., & Qiu, L. (2024). Review of artificial intelligence-based tools in EFL classroom. Arts, Culture and Language, 1(2), 1-5. https://doi.org/10.61173/s266nr95
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