Document Type : Research Paper
Authors
1 English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 Payame Noor University
3 English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Iran
Abstract
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 , the flipped face-to-face group , and a control group . 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.
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