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- Title
EFFECTIVENESS OF HYBRID-FLIPPED CLASSROOM IN IMPROVING EFL LEARNERS' ARGUMENTATIVE WRITING SKILL.
- Authors
Roohani, Ali; Rad, Hanieh Shafiee
- Abstract
This study investigated the effectiveness of the hybrid-flipped classroom model in improving English-as-a-Foreign-Language (EFL) learners' argumentative writing skill. Also, it examined the students' perceptions on the effectiveness of the model as a means of learning argumentative writing skill. To these ends, a sample of 50 EFL learners from a language institute was selected after taking a language placement test, and the learners were assigned to control (conventional) and experimental (hybrid-flipped) groups. To collect the data, pretest and posttest argumentative essays as well as semi-structured interviews were used. ANCOVA on the writing scores in the pretest and posttest phase showed that using the hybrid-flipped instruction had a significant effect on the learners' argumentative writing performance. Moreover, thematic analysis on the qualitative interview data revealed several benefits of the hybrid-flipped method such as learner-teacher and learner-to-learner interaction, increased learners' responsibility, easy makeup for learners' absence, and teacher assistance. The findings suggest the effectiveness of hybridflipped method for teaching L2 writing.
- Subjects
PSYCHOLOGY of students; ENGLISH as a foreign language; TEACHING methods; LANGUAGE ability testing; THEMATIC analysis
- Publication
TEFLIN Journal: A Publication on the Teaching & Learning of English, 2022, Vol 33, Issue 2, p349
- ISSN
0215-773X
- Publication type
Article
- DOI
10.15639/teflinjournal.v33i2/349-366