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

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.

Blended classes, Paragraph Writing, Flipped classes, Face-to-face classes