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Nezhad Mahdipour, Zakieh, Pourhosein Gilakjani, Abbas. (1403). A Comparative Study on the Effect of Blended and Flipped Teaching Strategies on Vocabulary Learning and Retention: Evidence from Iranian Intermediate EFL Learners. , (), 44-67. doi: 10.22126/tale.2025.11408.1076
Zakieh Nezhad Mahdipour; Abbas Pourhosein Gilakjani. "A Comparative Study on the Effect of Blended and Flipped Teaching Strategies on Vocabulary Learning and Retention: Evidence from Iranian Intermediate EFL Learners". , , , 1403, 44-67. doi: 10.22126/tale.2025.11408.1076
Nezhad Mahdipour, Zakieh, Pourhosein Gilakjani, Abbas. (1403). 'A Comparative Study on the Effect of Blended and Flipped Teaching Strategies on Vocabulary Learning and Retention: Evidence from Iranian Intermediate EFL Learners', , (), pp. 44-67. doi: 10.22126/tale.2025.11408.1076
Nezhad Mahdipour, Zakieh, Pourhosein Gilakjani, Abbas. A Comparative Study on the Effect of Blended and Flipped Teaching Strategies on Vocabulary Learning and Retention: Evidence from Iranian Intermediate EFL Learners. , 1403; (): 44-67. doi: 10.22126/tale.2025.11408.1076

A Comparative Study on the Effect of Blended and Flipped Teaching Strategies on Vocabulary Learning and Retention: Evidence from Iranian Intermediate EFL Learners

Technology Assisted Language Education
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 04 اسفند 1403
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22126/tale.2025.11408.1076
نویسندگان
Zakieh Nezhad Mahdipour1؛ Abbas Pourhosein Gilakjani* 2
1Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran
2Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran.
چکیده
The present research tried to compare the effects of blended and flipped learning strategies on Iranian intermediate EFL learners’ vocabulary learning and retention. This research used a quasi-experimental design to collect the data needed to answer the research questions. A sample of 120 intermediate EFL learners from a Language Institute in Iran participated in this research. A series of paired samples t-test and one-way ANOVA were conducted. The results of the paired samples t-test and one-way ANOVA indicated that blended and flipped learning strategies had statistically significant effects on learners’ vocabulary learning and retention. But, the control group that used the conventional teaching method did not improve in the posttest scores of the vocabulary test. The results also revealed that both blended and flipped groups outperformed the control group in the vocabulary posttest. In addition, the findings indicated the blended group outflanked the flipped group in the vocabulary posttest. By comparing blended versus flipped learning strategies, this study led to an increased vocabulary knowledge of the interactive patterns of intermediate EFL learners and uncovered the specific impacts of the two types of learning strategies on Iranian English Language Institutes.
کلیدواژه‌ها
blended learning؛ flipped learning؛ teaching strategies؛ vocabulary learning and retention
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