چكيده
During the process of oral presentation some EFL learners may make mistakes and errors. In order to support the flow of their presentation and overcome their communication breakdowns they apply a number of self-repair strategies. This comparative study focused on exploring the self-repair strategies in the oral presentation of English as foreign language (EFL) intermediate learners in traditional and flipped classes. To conduct the study, 60 EFL learners were selected and were assigned into an experimental group and a control group of 30 learners. Then, during the treatment the participants of the flipped class received the instruction of the determined course book specially the speaking sections and also they were provided with some information regarding the speaking and self-repair strategies. They were also were given several short stories before attending their classes in the form of some recorded videos. Then, the learners were engaged in interactive group learning and class activities that were conducted under the guidance teachers during the time of the class. All the mentioned procedure were provided for the learners of the control group but in the context of class and they did receive and instruction before attending their classes. After performing the institution, the oral presentation test was implemented among the learners of both classes individually. While speaking the participants' voices were recorded to identify their use of self-repair strategies. The gathered data were analyzed through the statistical method the t-test of two independent groups. The results of the sturdy revealed that the learners of both classes employed the self-repair strategies of replacing, repeating, and inserting more frequently during their oral presentations and there was no significant difference between both groups in their utilization of the strategies. In addition, based on the results, in comparison with the learners of the traditional class, the learners of the flipped class employed limited number of self-repair strategies. The findings of the study have desirable implications for EFL teachers, learners, and material developers
