A Comparative Study of Cohesive Device Usage in Paragraph Writing Among EFL Learners in Flipped, Blended, and Face-to-Face Learning Environments

Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
View: 65

This Paper With 16 Page And PDF Format Ready To Download

  • Certificate
  • من نویسنده این مقاله هستم

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این Paper:

شناسه ملی سند علمی:

JR_IJALS-15-2_003

تاریخ نمایه سازی: 18 آذر 1402

Abstract:

The use of educational technology (Ed-Tech) and the Internet in acquiring foreign language skills has led to an increased interest in alternative teaching strategies such as flipped and blended learning. This study investigates the effects of flipped, blended, and traditional face-to-face teaching methods on the utilization of cohesive devices in paragraph writing among EFL learners. From a pool of ۱۱۰ junior EFL students, ۹۰ participants were selected. Afterwards, they were randomly divided into three groups: flipped, blended, or face-to-face. To evaluate their paragraph writing abilities, a pretest was conducted prior to the treatment. The first comparative group received instruction using the flipped teaching method, while the second group experienced a blended learning environment (combining face-to-face and online classes). The control group received traditional face-to-face instruction. Following the treatment sessions, all groups completed a posttest on paragraph writing. The findings indicated that both the flipped and blended groups demonstrated significantly better performance compared to the control group. These results provide valuable insights for EFL teachers, curriculum designers, and learners.

Authors

Farzaneh Khodabandeh

Department of Linguistics and Foreign Languages, Payame Noor University, Tehran, Iran

Elahe Naseri

Department of Linguistics and Foreign Languages, Payame Noor University, Tehran, Iran

Hooshang Khoshsima

English Department, Chabahar Maritime University, Chabahar, Iran

مراجع و منابع این Paper:

لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :
  • Abdullah, M. Y., Hussin, S., & Ismail, K. (۲۰۱۹). Investigating ...
  • Adnan, M. (۲۰۱۷). Perceptions of senior-year ELT students for flipped ...
  • Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (۲۰۱۶). ...
  • Ahmad, S. Z. (۲۰۱۶). The flipped classroom model to develop ...
  • Ahmed, M. A. E. A. S. (۲۰۱۶). The effect of ...
  • Alharabi, A. H. (۲۰۱۵). A flipped learning approach using social ...
  • Amiryousefi, M. (۲۰۱۹). The incorporation of flipped learning into conventional ...
  • Bahari, A., Zhang, X., & Ardasheva, Y. (۲۰۲۱). Establishing a ...
  • Bataineh, R. F., & Mayyas, M. B. (۲۰۱۴). The utility ...
  • Biesenbach-Lucas, S., Meloni, C., & Weasenforth, D. (۲۰۰۰). Use of ...
  • Birjandi, P., & Malmir, A. (۲۰۰۹). The effect of task-based ...
  • Blair, E., Maharaj, C., & Primus, S. (۲۰۱۶). Performance and ...
  • Bond, M. (۲۰۲۰). Facilitating student engagement through the flipped learning ...
  • Challob, A. I. (۲۰۲۱). The effect of flipped learning on ...
  • Chang, W. C., Liao, C. Y., & Chan, T. W. ...
  • Chen Hsieh, J. S., Wu, W. C. V., & Marek, ...
  • Chvala, L. (۲۰۲۰). Teacher ideologies of English in ۲۱st century ...
  • Defazio, J., Jones, J., Tennant, F., & Hook, S. (۲۰۱۰). ...
  • Ekmekci, E. (۲۰۱۷). The flipped writing classroom in Turkish EFL ...
  • Evseeva, A., & Solozhenko, A. (۲۰۱۵). Use of flipped classroom ...
  • Fathi, J., & Rahimi, M. (۲۰۲۰). Examining the impact of ...
  • Gaol, F. L., & Hutagalung, F. (۲۰۲۰). The trends of ...
  • Garrison, D. R., & Anderson, T. (۲۰۰۳). E–Learning in the ...
  • Ghazizadeh, T., Fatemipour, H. (۲۰۱۷). The effect of blended learning ...
  • Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (۲۰۱۵). Enhancing ...
  • Gündüz, A. Y., & Akkoyunlu, B. (۲۰۱۹). Student views on ...
  • Güvenç, G. (۲۰۱۵). The flipped classroom approach in teaching writing: ...
  • Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (۲۰۱۹). ...
  • Havard, B., Nguyen, G. N., & Otto, B. (۲۰۱۸). The ...
  • He, J. (۲۰۲۰). Construction of “three-stage asynchronous” instructional mode of ...
  • Hemmati, F., & Khodabandeh, F., (۲۰۱۷). Advanced writing. Payam Noor ...
  • Hung, H. (۲۰۱۵). Flipping the classroom for English language learners ...
  • Kazu, I. Y., & Demirkol, M. (۲۰۱۴). Effect of blended ...
  • Krashen, S. (۱۹۸۵). The Input Hypothesis: Issues and Implications. Addison-Wesley ...
  • Kvashnina, O.S., Mrtynko, E.N. (۲۰۱۶). Analyzing the potential of flipped ...
  • Lee, Y., & Martin, K. I. (۲۰۲۰). The flipped classroom ...
  • Leis, A., Tohei, A. A., & Cooke, S. (۲۰۱۵). The ...
  • Li, G., Sun, Z., & Jee, Y. (۲۰۱۹). The more ...
  • Liu, M., & Braine, G. (۲۰۰۵). Cohesive features in argumentative ...
  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (۲۰۲۰). Language ...
  • Malmir, A., & Khosravi, F. (۲۰۱۸). The effect of argument ...
  • Mehring, J. (۲۰۱۶). Present research on the flipped classroom and ...
  • Min, H. T. (۲۰۱۳). A case study of an EFL ...
  • Mohamadi Zenouzagh, Z. (۲۰۱۸). Multidimensional analysis of efficacy of multimedia ...
  • Morimoto, S., & Loewen, S. (۲۰۰۷). A comparison of the ...
  • Moser, K. M., Wei, T., & Brenner, D. (۲۰۲۱). Remote ...
  • Namaziandost, E., & Nasri, M. (۲۰۱۹). The impact of social ...
  • Nguyen, V. A. (۲۰۱۷). A peer assessment approach to project ...
  • Prensky, M. (۲۰۰۱). Digital natives, digital immigrants part ۱. On the ...
  • Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (۲۰۲۰). ...
  • Roquet, H., & Pérez-Vidal, C. (۲۰۱۷). Do productive skills improve ...
  • Rouse, M. (۲۰۱۱). Virtual learning environment (VLE) or managed learning ...
  • Sah, P. K. (۲۰۱۵). Let’s Tweet to learn English: Using ...
  • Samiei, F., & Ebadi, S. (۲۰۲۱). Exploring EFL learners’ inferential ...
  • Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. ...
  • Soltani Tehrani, N., & Tabatabaei, O. (۲۰۱۲). The impact of ...
  • Soltanpour, F., & Valizadeh, M. (۲۰۱۸). A flipped writing classroom: ...
  • Stiller, K. D., & Schworm, S. (۲۰۱۹). Game-based learning of ...
  • Stöhr, C., Demazière, C., & Adawi, T. (۲۰۲۰). The polarizing ...
  • Sweller, J. (۱۹۸۸). Cognitive load during problem solving: Effects on ...
  • Teng, M. F. (۲۰۲۱). Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive ...
  • Ting Hung, H. (۲۰۱۷). The integration of a student response ...
  • Tragant, E., Pinyana, À., Mackay, J., & Andria, M. (۲۰۲۰). ...
  • Vygotsky, L. S. (۱۹۷۸). Mind in society: The development of ...
  • Wang, C. (۲۰۲۱). Employing blended learning to enhance learners’ English ...
  • Wang, J., An, N., & Wright, C. (۲۰۱۸). Enhancing beginner ...
  • Wang, N., Chen, J., Tai, M., & Zhang, J. (۲۰۱۹). ...
  • Wu, W. C. V., Yang, J. C., Scott Chen Hsieh, ...
  • Yang, C. C. R., & Chen, Y. (۲۰۲۰). Implementing the ...
  • Yang, J., Yin, C., & Wang, W. (۲۰۱۸). Flipping the ...
  • Yang, Y. F. (۲۰۱۲). Blended learning for college students with ...
  • Yang, Y. F. (۲۰۱۴). Preparing language teachers for blended teaching ...
  • Yasuda, S. (۲۰۱۹). Children’s meaning-making choices in EFL writing: The ...
  • Yu, Z., & Zhu, Q. (۲۰۱۹). Schema theory-based flipped classroom ...
  • Zhang, M. (۲۰۱۸). Collaborative writing in the EFL classroom: The ...
  • نمایش کامل مراجع