چكيده
The aim of the current study was an attempt to examine the impact of visual aids on speaking
of extroverts and introverts' Iranian EFL learners at flipped classroom since thanks to the
growth and emergence of technology that paved the way for many educators and instructors
to encourage people to study and employ innovative flexible context for learners such as the Flipped classroom. To reach the purpose of this study, 40 male students of Shahed Meraj High school in Shooshtar participated at this study. Although all of the participants were homogenized at the same age (fifteen-year-old) and same level(intermediate) to make sure the homogenization of participants an oral interview was administered too. First, a personality questionnaire, i.e. Eysenck Personality Questionnaire (EPQ) was administrated to identify the pupils' type of personality traits (extroverts/introverts). To conduct the pretest the students of both experimental groups and controlled groups had an oral interview (such as introduce yourself). After that to conduct treatment and measure the speaking ability of students, the instructor asked the students one by one to summarize a short story of the coursebook orally with the help of techniques that the instructor taught and learned them during this course such as skimming and scanning. Also, a post-test was administered to students in both experimental groups and the controlled group. To make sure the validity of results, both flipped and traditional groups had the same book, same teacher, and same text for oral summarizing short story as a Reading drill of book. The difference between the flipped classroom and the traditional classroom is that in the flipped model the instructor sent content of material 2 or 3 days before participating in F2F class such as video through the application such as Telegram. After conducting the process of data collection from the oral tests, the investigator summed up the descriptive statistical procedures along with inferential statistics. A two-way ANOVA test was accomplished to analyze the efficacy and performance of the 4 groups and make clear the effect of treatment on the speaking ability of pupils at Flipped and F2F classrooms. It was discovered that the flipped group significantly outperformed the control group on the posttest of interaction and the introvert group had a higher mean than the extrovert 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, university professors, material developers, personal development coaches, policymakers and language institutes.
