English language teaching
Mehri Farzaneh; Farzaneh Khodabndeh; Ehsan Rezvani
Abstract
The proficient use of parallel structures in essay writing plays a vital role in enhancing language proficiency among English as a Foreign Language (EFL) learners. Exploring effective instructional strategies, such as input flooding, can contribute significantly to improved writing outcomes. This study ...
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The proficient use of parallel structures in essay writing plays a vital role in enhancing language proficiency among English as a Foreign Language (EFL) learners. Exploring effective instructional strategies, such as input flooding, can contribute significantly to improved writing outcomes. This study investigates the impact of input flooding techniques on the utilization of parallel structures in essay writing among EFL learners, comparing two instructional settings: flipped online and flipped face-to-face. A total of 73 participants were randomly assigned to three groups: the flipped online group (n=24), the flipped face-to-face group (n=22), and a control group (n=27). In the flipped online approach, the participants were exposed to input flooding through pre-recorded videos and received online feedback on their essays, allowing for extensive exposure to parallel structures. In the flipped face-to-face approach, the participants received the same instructional materials emphasizing relevant structures and engaged in activities to promote the use of parallel structures. The control group followed their regular instructional method without any specific intervention. Following the treatment sessions, all participants underwent a post-test essay assessment to evaluate their proficiency in utilizing parallel structures. The results indicate that the flipped online group demonstrated the highest level of proficiency, highlighting the effectiveness of input flooding techniques in promoting the use of parallel structures in essay writing. Nevertheless, the flipped face-to-face group also exhibited improvement compared to the control group, suggesting the potential benefits of incorporating input flooding in the face-to-face approach. The study indicates that employing input flooding techniques, particularly in a flipped online instructional environment, can significantly improve EFL learners' proficiency in using parallel structures in essay writing. Moreover, the implications extend beyond the classroom, offering valuable insights for educators and policymakers to refine instructional strategies and shape language learning policies effectively.
English language learning
Najmeh Talaie; Ehsan Rezvani; Ehsan Namaziandost
Abstract
The relevance of metalinguistic knowledge in effective teaching of the four language skills is evident. As such, the present study sought to determine the degree of Iranian EFL teachers’ metalinguistic knowledge by focusing on the role of academic degree in English Language Teaching (ELT) and teaching ...
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The relevance of metalinguistic knowledge in effective teaching of the four language skills is evident. As such, the present study sought to determine the degree of Iranian EFL teachers’ metalinguistic knowledge by focusing on the role of academic degree in English Language Teaching (ELT) and teaching experience. The study drew on a mixed-methods research design, and the data were collected through a questionnaire and a semi-structured interview, exploring teachers' perceptions and evaluations of metalinguistic knowledge. Additionally, in order to evaluate the declarative knowledge of teachers regarding their grammatical awareness, a test of English Grammar Knowledge was administered among 94 novice and experienced EFL teachers with and without an academic degree in ELT teaching in private language institutes. The results of the questionnaire and interview indicated that while the importance of having grammatical knowledge was evident for participants, experienced teachers displayed more positive views toward grammar awareness. Furthermore, the teachers' performance on the grammar test showed that while formal education helps teachers improve their knowledge, it is not the only determining factor for high levels of declarative knowledge of language. On the contrary, teachers' background knowledge was found to result in high levels of metalinguistic knowledge. Additionally, the results revealed that years of teaching experience does not determine the levels of teachers’ metalinguistic knowledge. The study provides implications for EFL teachers and teacher trainers.
