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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 | ||
| دوره 3، شماره 1 - شماره پیاپی 5، 2025، صفحه 178-198 اصل مقاله (470.4 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/iselt.2025.29882.1116 | ||
| نویسندگان | ||
| Seyyed Parsa Talebzadeh1؛ Farnoush Ahangaran* 2؛ Aram Pouyan3 | ||
| 1M.A. Student, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran. | ||
| 2Assistant Professor, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran. | ||
| 3Department of English Language and Literature, Urmia University, Urmia, Iran. | ||
| تاریخ دریافت: 29 مرداد 1404، تاریخ بازنگری: 03 مهر 1404، تاریخ پذیرش: 07 مهر 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 | ||
| مراجع | ||
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