Flipped vs. Unplugged Instructions: Sailing EFL Learners' Oral Proficiency through Virtual and Real Learning Communities

Autor/inn/en	Solimani, Elahe; Ameri-Golestan, Ahmad; Lotfi, Ahmadreza
Titel	Flipped vs. Unplugged Instructions: Sailing EFL Learners' Oral Proficiency through Virtual and Real Learning Communities
Quelle	In: International Journal of Instruction, 12 (2019) 3, S.459-480 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Blended Learning; English (Second Language); Second Language Learning; Teaching Methods; Problem Solving; Comparative Analysis; Computer Software; Textbooks; Online Courses; Student Evaluation; Language Tests; Communities of Practice; Pretests Posttests; Oral Language; Language Proficiency; Computer Simulation; Computer Mediated Communication; Second Language Instruction; Adolescents; Adults; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Textbook; Text book; Schulbuch; Lehrbuch; Online course; Online-Kurs; Schulnote; Studentische Bewertung; Language test; Sprachtest; Community; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Computergrafik; Computersimulation; Computerkonferenz; Fremdsprachenunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland
Abstract	This study sought to probe the effect of two non-conventional instructions namely Flipped Classroom Model (FCM) vs. Unplugged Classroom Model (UCM) on Iranian EFL learners' oral proficiency. Therefore, 90 upper-intermediates were randomly assigned to two experimental groups and one control group (30 each). The FCM and UCM participants were equipped with WhatsApp online platform and conversation-driven, emergent-based instructions respectively. Their counterparts in control group received textbook instruction. After four weeks of instruction, learners' performances were evaluated using a mixed method design with interviews and paper-based exams' posttests besides the Community of Inquiry (CoI) questionnaire and the instructor's observations for the nonconventional classrooms. The results indicated that both FCM and UCM instructions were successfully implemented for promoting learners' oral proficiency. However, learners reported divergent perspectives that may help the EFL teachers to develop FCM and UCM not only for enhancing oral proficiency but also for expanding learners' problem-solving techniques. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01