Exploring the Impact of Mobile-Flipped Classrooms on Iranian EFL Learners’ Writing Proficiency

Abstract

This study gives an account of a mixed-methods exploration of the impacts of a mobile-based flipped classroom on Iranian EFL learners’ writing proficiency. The participants were selected in a non-random convenient sampling procedure. Two intact classes (N=30) of upper-intermediate EFL learners were randomly assigned into experimental and control groups. The quantitative and qualitative data were gathered via pre-and post-test scores and individual semi-structured interviews on WhatsApp. To measure groups’ differences in their writing proficiency, independent and paired samples t-tests statistical techniques were used, along with open thematic coding to analyze the interview data regarding the experimental group’s perceptions on the mobile-flipped writing course. Quantitative results showed that the post-test mean score of the experimental group was significantly higher than that of the control group at p=0.05. Furthermore, the mobile-based flipped learning provided the experimental group with some features that contributed to the course effectiveness, including fostering self-confidence, preparation, and pre-class practice, as well as autonomous and independent learning. It should be mentioned that some factors related to the pre-class sessions made some obstacles for the experimental group, including being cost- and time-consuming. This study can have valuable implications for the stakeholders in the field of language education in general and those who intend to conduct effective flipped EFL courses in particular.

Keywords

• mobile learning
• flipped learning
• writing proficiency
• efl learners