AZ 93

Examining the Influence of Flipped, Face to Face and Blended Instruction on Intermediate EFL Introverted and Extroverted Learners' Pronunciation Ability

كارشناسي ارشد

آموزش زبان انگليسي

دانشگاه پيام نور مركز نجف آباد

1404

فرزانه خدابنده

Flipped Instruction , Face to Face Instruction , Blended Instruction , Extroversion

The goal of this study was to investigate the influence of flipped, face to face and blended instruction on EFL intermediate introverted and extroverted learners' pronunciation ability. To fulfill the objectives of the study, 60 EFL intermediate-level learners were selected from English language institutes of Estahban city. Then, they were randomly allotted into a face to face group, a flipped group and a blended group. Each group included 20 learners. After that, the Eysenck Personality Inventory was distributed among the learners of each group and as a result, the learners of each group were divided into an extroverted group and an introverted group. In the next time, the pronunciation pre-test was given to the learners of the three groups separately. Subsequently, the learners of the flipped group were provided with the pronunciation instruction three days before coming to their classes and then during the class time they performed various activities and exercises regarding the content. In the face to face class, the learners received the traditional instruction of pronunciations. In addition, in the blended group, during online training the researcher taught the instructional content via the social media of Eitaa and during face to face training, the learners were required to do the related exercises and activities of their book. After instruction, the pronunciation post-test was administered among the three groups. Then, the acquired data were analyzed through the statistical test such as the findings showed that the three approaches of instruction could positively increase the extroverted participants’ pronunciation ability but the flipped group attained more advancement in pronunciation learning. EFL instructors, learners, and syllabus designers can benefit the findings of the study

1404/01/30

78116