The Impact of Flipped Instruction on Developing Iranian EFL Speaking Skills

محورهای موضوعی : Journal of Studies in Learning and Teaching English

Marzieh Rezaei Khatouni ¹ (Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Mohammad Javad Riasati ² (Shiraz Azad University)
Fatemeh Bahjat ³ (Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran)

تاریخ دریافت : 1402/09/11 تاریخ پذیرش : 1402/10/18 تاریخ انتشار : 1403/01/28

کلید واژه: Flipped Instruction, Speaking Skill, Iranian EFL Learners,

چکیده مقاله :

Today flipped instruction is highly precious in EFL teaching since it provides autonomous learning and more collaboration through technology. Since speaking is the most demanding skill for EFL learners, investigating the effects of flipped instruction on EFL learners’ speaking is still a nascent area for empirical research which is the aim of the current study. Teachers and researchers try to find new strategies and methodologies of teaching to help learners learn this laborious skill, especially in the EFL context more convenient. To achieve this goal, flipped instruction made the way easier by applying technology and inverting face-to-face and online classes. The current study was an effort to investigate the effect of flipped instruction on Iranian EFL speaking skills development. To this end, 60 Iranian EFL university students were allocated into two experimental and control groups. A pre-test/post-test design was used to elicit the required data. The outstanding results were found after flipped instruction from the experimental group while there was not any significant difference in the post-test of the control group with traditional instruction. This study represents learners' speaking improvements through flipped instruction for being prepared before in-person classes by watching uploaded videos. Also, it provides recommendations and implications for future practice.

چکیده انگلیسی:

منابع و مأخذ:

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متن کامل:

The Impact of Flipped Instruction on Developing Iranian EFL Speaking Skills

Abstract

Mostly, the crucial aim of learning a second language is the ability to communicate through speaking, since speaking skill is needed for higher education and employment. Unfortunately, academic training focus on writing and reading more than speaking skill. Today, teachers and researchers try to find new strategies and methodologies of teaching to help learners learn this laborious skill, especially in the EFL context more convenient. To achieve this goal, flipped instruction made the way easier by applying technology and inverting face-to-face and online classes. The current study was an effort to investigate the effect of flipped instruction on Iranian EFL speaking skills development. To this end, 60 Iranian EFL university students were allocated into two groups experimental and control groups. A pre-test/post-test design was used to elicit the required data. The outstanding results were found after flipped instruction from the experimental group while there was not any significant difference in the post-test of the control group with traditional instruction. This study represents learners' speaking improvements through flipped instruction for being prepared before in-person classes by watching uploaded videos. Also, it provides new recommendations and implications for future practice.

Keywords: flipped instruction, developing speaking skill

Introduction:

During the last decades, researchers and teachers have investigated many methods to improve learners’ performance in language learning. By the outbreak of the COVID-19 pandemic, many teachers shifted their methods to electronic teaching (Islam et al., 2020). Traditional face-to-face teaching has been changed to E-learning or digital teaching. In some cases, teachers have to use a mixture of both traditional face-to-face and online teaching which is called blended learning (Williams, 2002).

Through flipped instruction (FI), a kind of blended learning, the primary physical classroom is digitalized, so the students can learn independently of place and time. Flipped classroom equipment is pre-recorded video or downloaded lectures by the instructor. In this kind of classroom, self-learning is followed by group learning with the aid of the instructor as a coordinator (Lage et al., 2000). In a traditional classroom, assignments are accomplished by the student individually at home as homework while they are completed in the group collaboratively in a flipped instruction classroom (Stohr et al., 2020). According to Shumin (2018), “learning a second language is not only learning grammar and semantic rules. Learners must also acquire the knowledge of how native speakers use the language in the context of structured interpersonal exchange, in which many factors interact”. Also, he believes in interaction as a vital element to improve learners’ speaking abilities. He mentioned the purposes of spoken language as interactional (to keep social relationships) and transactional (to express information and ideas). Since most of our routine activities are interactional, language teachers should provide chances for learners to communicate with each other, because “communication comes essentially from interaction” (Rivers, 1987, p. xiii).

Due to the essential role of interaction in learners’ speaking proficiency, instructors should raise a willingness to speak to learners and create opportunities to talk in the classroom. With the support of technology, instructors can involve the students more. Teachers found flipped instruction as a good way of involving learners in classroom discussions. Also, it helps learners to learn at their own speed before coming to class since students learn differently at different speeds (van Alten et al., 2019). Teaching experiences show that many students are not fast enough to learn to cooperate with others. Flipped instruction creates new opportunities for these learners to prepare themselves at home. Positive reactions of the students toward FI encourages teachers and researchers to work more on this teaching method's effects on learners’ language skills especially speaking skill, the most challenging skill for learners. Among a lot of problems that students encounter in learning English as a second language, lack of exposure is the most salient one. Flipped instruction solves this problem by providing chances for communication through online instruction with the aid of social media and technology (Sun et al., 2017).

Unfortunately, few researches have been conducted regarding the effects of FI on learners’ speaking (e.g., Jafarigohar et al., 2019). Therefore, more studies should be carried out in the EFL context (Lee & Wallace, 2018). The purpose of this study was to investigate the effects of flipped instruction on Iranian EFL speaking skills. To achieve this goal, the following research question was created:

Are there any significant differences between traditional and flipped instructional models in EFL speaking skills?

Literature review:

Mostly Language learners study English to improve their speaking proficiency. The ability to speak a second language is a very complicated mission. Especially in the EFL context, it is quite challenging for the learners since the English language is not applied in daily communication, so the students feel nervous when they are asked to speak in front of the class by their teacher (Amini et al., 2019). Also, it is not easy for adult learners to speak the target language fluently. Teachers should be informed about the factors that affect adult learners’ speaking skills. These factors may inhibit or facilitate their language production.

Age is one of the most cited factors in the success or failure of learning a foreign language. Krashen, Long, and Scarcella (1982) believe in more successful language proficiency in early childhood through natural exposure than beginning language learning in adulthood.

The second factor which has a central role in improving learners’ speaking is listening comprehension. Everyone in communication has a dual role as a listener and a speaker. “While listening, learners must comprehend the text by retaining information in memory, integrate it with what follows, and continually adjust their understanding of what they hear in the light of prior knowledge and of incoming information” (Mendelsohn & Rubin, 1995, p. 35).

The third fundamental factor in learning a second or foreign language is the cultural characteristics of a language. According to Berns, (1990) to speak a language, the learner should know how the language is used in a social context, also the rules of usage as to when, how, and to

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