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Ahangaran, Farnoush, Talebzadeh, Seyyed Parsa. (1404). Examining the Impacts of Flipped, Online, and In-Person Language Instruction on EFL Learners’ Writing Motivation and Writing Self-Efficacy. پژوهشنامه مدیریت اجرایی, (), -. doi: 10.22080/iselt.2025.29882.1116
Farnoush Ahangaran; Seyyed Parsa Talebzadeh. "Examining the Impacts of Flipped, Online, and In-Person Language Instruction on EFL Learners’ Writing Motivation and Writing Self-Efficacy". پژوهشنامه مدیریت اجرایی, , , 1404, -. doi: 10.22080/iselt.2025.29882.1116
Ahangaran, Farnoush, Talebzadeh, Seyyed Parsa. (1404). 'Examining the Impacts of Flipped, Online, and In-Person Language Instruction on EFL Learners’ Writing Motivation and Writing Self-Efficacy', پژوهشنامه مدیریت اجرایی, (), pp. -. doi: 10.22080/iselt.2025.29882.1116
Ahangaran, Farnoush, Talebzadeh, Seyyed Parsa. Examining the Impacts of Flipped, Online, and In-Person Language Instruction on EFL Learners’ Writing Motivation and Writing Self-Efficacy. پژوهشنامه مدیریت اجرایی, 1404; (): -. doi: 10.22080/iselt.2025.29882.1116

Examining the Impacts of Flipped, Online, and In-Person Language Instruction on EFL Learners’ Writing Motivation and Writing Self-Efficacy

Interdisciplinary Studies in English Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 28 آذر 1404
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2025.29882.1116
نویسندگان
Farnoush Ahangaran* 1؛ Seyyed Parsa Talebzadeh2
1Assistant Professor, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran.
2M.A. Student, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran.
تاریخ دریافت: 29 مرداد 1404،  تاریخ بازنگری: 31 شهریور 1404،  تاریخ پذیرش: 28 آذر 1404 
چکیده
Technological advancements have had a major impact on language instruction in recent years. Flipped language instruction (FLI) and online language instruction (OLI) constitute two of the major technology-informed language teaching approaches. Nonetheless, there is not adequate research on the impacts of these approaches on EFL learners’ affective factors. The present study employed a quasi-experimental design to examine the effects of FLI, OLI, and traditional in-person language instruction on Iranian EFL learners’ writing motivation (WM) and writing self-efficacy (WSE). Accordingly, the researchers used convenience sampling to select 75 intermediate-level male EFL learners as the participants and gathered the data using Waller and Papi (2017') WM questionnaire and Han and Hiver (2018) WSE questionnaire as the WM and WSE pretests and posttests, which were administered prior to and after the 16 treatment sessions. In the FLI treatment sessions, the researchers provided the learners with writing instruction at two stages including the pre-class stage and the in-class stage. On the other hand, the OLI treatment sessions involved the online writing instruction stage. One-way ANOVA test and paired-samples t-test were used to perform the data analysis. The results highlighted the fact that FLI and OLI significantly ameliorated the participants’ WM and WSE. In addition, FLI was a more viable approach compared to OLI in this regard. The results can provide EFL teacher education course developers, syllabus designers, and teachers with guidelines on the integration of FLI and OLI into the process of language instruction in foreign language contexts.
کلیدواژه‌ها
Affective Learner Factors؛ Flipped Language Instruction؛ Online Language Instruction؛ Writing Motivation؛ Writing Self-Efficacy
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تعداد مشاهده مقاله: 15


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