Investigating the Effectiveness of Metacognitive Strategy and Task-based Language Iranian EFL Learners' Writing Comprehension: Conventional vs. Mobile Learning (Flip strategy)

Publish Year: 1402
نوع سند: مقاله کنفرانسی
زبان: English
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تاریخ نمایه سازی: 29 فروردین 1403


The aim of the current study was an attempt to investigating the effectiveness of task-based language teaching on Iranian intermediate EFL learners' writing skill at online context (Mobile-learning)classroom(MALL).since thanks to the development and advent of technology that paved the way for numerous educators and researchers to motivate them to explore and employ innovative flexible methods for learners such as the MALL classroom. To attain the aim of this study, ۶۰ male and female Iranian learners who studying an English writing course in a language institution in Ahwaz a large beautiful city in the south of Iran. Since, writing is an intricate laborious skill for most of students and the intermediate EFL levels were chosen. Besides, this level possessing the fundamental knowledge and acceptable readiness for learning syntax, structures and rules for having strong performance at writing class. To reach the purpose of study, an Oxford Quick Placement Test (OQPT) administer to the participants. Afterward, the participants will assign into two groups namely; the control(intact) group and the experimental group with randomization. Randomly choosing of the participants is because of putting the students in both groups without any preconception and predetermined criterion; hence, the participants were homogeneous in terms of variables and competency. In each equally put ۴۰ participants randomly; the traditional intact group with ۴۰ EFL learners (۲۰ males and ۲۰ females); also, equally ۴۰ EFL participants (۲۰ males and ۲۰ females), put in the TBLT flipped treatment group. It was discovered that the flipped group significantly outperformed the control group on the posttest of interaction and the flipped group had a higher mean than the non-flipped group on the posttest of interaction. In the end, the results show this study has many positive significant contributions and outstanding implications for instructors, educationists, educational counseling, education officials, advisors, education programmer, teachers, researchers, universities professors, material developers, personal development coaches, policymakers and language institutes.


Ali Ahmadipour

Master of English Language Teaching, Payam Noor University, Payam Noor Center, Najaf Abad, Isfahan, Iran