Flipping Blended Writing Instruction: Iranian EFL Learners’ Learning of Linking Words in Focus

Abstract

Linking words, an essential tool in creating a coherent relationship between units and paragraphs in written texts, was one of several aspects of the English language that was challenging for many foreign language learners in the writing process. The current study investigated the impacts of flipped blended instruction on Iranian EFL learners’ use of English-linking words in writing. To this end, 40 EFL learners from one institute were selected for this study. To collect the data, an Oxford Placement Test (OPT) was used to ensure the homogeneity of the participants. They were randomly divided into the flipped blended (n=20) and conventional ( n=20) groups. Then, a pre-test was given to both groups of learners to examine their ability in using linking words. Moreover, the flipped blended group received instruction in an online context, while the conventional group received instruction in a traditional learning context. After the treatment, a post-test was given to both the flipped blended and conventional groups. The results of the independent sample t-test demonstrated that there was a statistically significant difference between flipped blended and Conventional groups in terms of choosing linking words. It was observed that the flipped blended method had a significant effect on improving EFL learners' linking words knowledge. The study discusses the implications of the finding for EFL learners and teachers.

Keywords

• writing
• technology
• linking words
• flipped classroom
• blended learning