AZ 60

تاثير آموزش معكوس با هم آيي ها برتسلط نوسشتاري و استفاده از استراتژي هاي نوشتن زبان آموزان

كارشناسي ارشد

آموزش زبان انگليسي

دانشگاه پيام نور مركز نجف آباد

1401

1401/07/27

خدابنده،فرزانه

Flipped Instruction , Collocation , Writing Strategy , Writing

This study was an attempt to investigate the impact of flipped instruction of collocation on the EFL learners’ writing proficiency and writing strategy use. In order to reach the purposes of the study, 60 intermediate male EFL learners were selected and were randomly allocated to two groups of 30 learners, an experimental group and a control group. Subsequently, as pre-test, the writing test and also the academic writing strategies questionnaire were given to the learners of both groups. The learners of the experimental group received flipped instruction of grammatical and lexical collocations before attending their class through the software of Whats App. On the contrary, the learners of the control group received the instructions of colocations based on the traditional approaches of instruction. After six weeks of treatment, the writing post-test and the writing strategy questionnaire were administered to the learners of both groups. The obtained data were analyzed through the statistical techniques of the analysis of two-variable variance. The outcomes of the study indicated that flipped instruction of collocation had a significant influence on the EFL learners’ writing proficiency and writing strategy use. The outcomes of the study provide implications for EFL learners, teachers, researchers, and syllabus designers. Key

1401/08/29

70006