Instruction in English is a priority around the globe, but instructional methodologies have not always kept pace with the changing needs of students. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom approach in the undergraduate programs. The obtained results demonstrated that the implementation of flipped classroom approach resulted in better writing achievement, yet self-regulated learning showed no significant difference between groups. Mixed ANOVA analysis was used for data analysis. In this quasi-experimental study, data were gathered through pre-post-tests of advanced writing and self-regulated learning scale. The control group was exposed to traditional lecture based instruction, whereas the experimental group received the flipped classroom approach. Two intact classes were selected as control (N=28) and experimental group (N=27). The participants of this study were selected by convenience sampling method and consisted of fifty-five (N=55) pre-service ELT teachers attending Advanced Writing course and studying at English Language Teaching Department (ELT) at a foundation university in the fall semester of 2017-2018 academic year. The study also aims at exploring whether flipped classroom approach makes a difference, if any, on the self-regulated learning of the participants. The major purpose of this study is to investigate the impact of flipped classroom on pre-service English teachers' Advanced Writing achievement. e implications of this study can encourage both EFL teachers and learners to integrate the flipped and online instructions into their teaching and learning processes. In addition, the findings revealed the flipped group outflanked the online group in the posttest of vocabulary. e paired samples t-test and one-way ANOVA results indicated that both online and flipped groups outperformed the control group in the vocabulary posttest.
After teaching 100 new English words to all groups with three different instructions, a vocabulary posttest was administered to all participants. On the other hand, the participants of the third group received conventional vocabulary instruction. en, the participants of one group received the treatment by using fully online instruction, and the other group participants received a flipped instruction. After that, all groups were pretested by a vocabulary test. e target participants were randomly divided into three equal groups (online, flipped, and traditional). To do so, 90 Iranian intermediate EFL learners were selected among 119 students as the participants of this study.
erefore, this study compared the effects of three instructions, including online, flipped, and traditional, on improving Iranian EFL learners' vocabulary knowledge. During the COVID-19 pandemic, using online and flipped instruction is the best alternative for traditional instruction.
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