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Interaction Levels in Flipped Online EFL Classrooms: Implications for Critical Descriptive Writing Development | ||
| Technology Assisted Language Education | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 08 فروردین 1405 اصل مقاله (378.53 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2026.13604.1171 | ||
| نویسندگان | ||
| Davoud Mohammadi1؛ Asghar Afshari* 2؛ Nasibehibeh Bagherpour3 | ||
| 1Department of English, Islamic Azad University, South Tehran Branch | ||
| 2Department of Foreign languages, Qo.c., Islamic Azad University, Qom, Iran | ||
| 3Department of English, South Tehran Branch, Islamic Azad University, IR | ||
| چکیده | ||
| Recently, flipped classes have been used across many language skills (Li & Li, 2022). Although traditional writing instruction has emphasized product- or process-oriented approaches, with limited attention to interactional scaffolding (Rakhimova, 2025), critical descriptive writing is a complex skill that combines detailed observation with analytical thinking and reflective insight, posing considerable challenges for most EFL learners. As such, this study explored the impact of interaction-rich versus interaction-limited flipped online instruction on the critical descriptive writing skills of English as a Foreign Language (EFL) Learners. Sixty intermediate learners studying in a language institute in Tehran were selected via stratified sampling, homogenized using the Oxford Placement Test, and assigned to two experimental groups. The interaction-rich group received instructional videos followed by collaborative engagement and feedback via WhatsApp, while the low-interaction group accessed only instructional content, with minimal peer interaction and only minimal teacher interaction. Pre- and posttests of learners’ performance in critical descriptive writing were assessed by two experienced raters with ascertained inter-rater reliability, using a rubric they had been familiarized with and practiced. Using the paired-samples and independent-samples t-tests, the results revealed a significant improvement in the interaction-rich group, whereas no statistically significant improvement was observed in the interaction-limited group. An independent samples t-test confirmed a significant between-group difference favoring the interaction-rich condition. These findings highlight the importance of interaction in online flipped instruction for developing learners’ writing proficiency and critical thinking. The study provides practical implications for instructional designers, which is discussed. | ||
| کلیدواژهها | ||
| Interaction؛ Flipped instruction؛ Critical Descriptive Writing؛ online and offline learning | ||
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