Flip your classroom: Reach every student in every class every day

/pdf/the-impact-of-strategies-based-instruction-on-speaking-a-3gjsiaj7ye.pdf

The Impact of Strategies-Based Instruction on Speaking a Foreign Language. Research Report, October 1995.

This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.

/pdf/the-impact-of-cooperative-learning-on-developing-speaking-3ubo42mzy6.pdf

The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

The current study tried to investigate the impact of cooperative learning (CL) on improving Iranian intermediate EFL learners’ oral proficiency motivations toward learning English. To fulfil this o...

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2019.1683933

Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus

The current study investigated the impact of using two cooperative learning strategies on the development of oral English language fluency among Iranian intermediate EFL learners First, 72 learner

https://www.tandfonline.com/doi/pdf/10.1080/23311983.2020.1780811

The impact of cooperative learning approach on the development of EFL learners’ speaking fluency

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learnersâ€™ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

/pdf/the-impact-of-flipped-classroom-instruction-on-iranian-upper-4kg8ddijrm.pdf

The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

This study examined the effect of pictorial cues on Iranian pre-intermediate EFL learners’ speaking accuracy and fluency. To do this study, 54 Iranian pre-intermediate EFL learners were selected out of 80 students in a private English Language Institute. The selected participants were divided into two equal groups; experimental group and control group. After that, both groups were pretested by a speaking pre-test. The experimental group was taught through using the pre-speaking strategies as the researcher provided students with pictorial inputs. On the other hand, the students of the control group were taught through traditional speaking activities including repetition and over-learning. The treatment took 15 sessions of 50 minutes each under the guidance of the supervisor. In the first session, the participants were homogenized. In the second session, they were pretested. During 11 sessions, students were taught by using pictorial input, and in the last session after the treatment the two groups took the speaking post-test. The results of paired t-test and MANOVA revealed that the experimental group had better performance on their accuracy and fluency post-test compared to their pre-test. The results also showed that the experimental group outperformed the control group on the accuracy and fluency post-test. Finally, implications arising from the findings and suggestions for further research were explained.

https://archive.aessweb.com/index.php/5019/article/download/443/828

Impact of Pictorial Cues on Speaking Fluency and Accuracy among Iranian Pre-Intermediate EFL Learners

Separation of amino acids (AAs) and their simple and inexpensive determination/identification is an interesting topic in biological and protein science, different food industries, and drug factorie

Structure–retardation factor relationship of natural amino acids in two different mobile phases of RP-TLC

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The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

Impact of Pictorial Cues on Speaking Fluency and Accuracy among Iranian Pre-Intermediate EFL Learners

Structure–retardation factor relationship of natural amino acids in two different mobile phases of RP-TLC