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The Impact of Multimodal Feedback on Writing Complexity, Accuracy, and Fluency of Iranian EFL Learners in Flipped and Traditional Classrooms | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 7، دوره 13، شماره 1، تیر 2025، صفحه 109-130 اصل مقاله (755.67 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2025.30042.1731 | ||
| نویسندگان | ||
| Maryam Farnia* 1؛ Fatemeh Hemmati2؛ Raziyeh Rabbani Yekta3؛ Shoora Mirsayafi4 | ||
| 1Assistant Professor of Applied Linguistics, Department of English Language and Literature, Payame Noor University, Tehran, Iran | ||
| 2Associate Professor of TEFL, Department of English Language and Literature, Payame Noor University, Tehran, Iran | ||
| 3Assistant Professor of TEFL, Department of English Language and Literature, Payame Noor University, Tehran, Iran | ||
| 4PhD Candidate in English Language Teaching, Payame Noor University, Tehran, Iran | ||
| چکیده | ||
| This quasi-experimental research examined multimodal feedback impacts on writing complexity, accuracy, and fluency (CAF) of Iranian EFL learners in flipped and traditional classrooms. Hence, 57 Iranian EFL learners from two different language institutes at Babol City were recruited and divided into four groups, including two experimental groups of flipped classroom plus multimodal feedback and traditional classroom plus multimodal feedback and two control groups of a flipped classroom plus monomodal (text-written) feedback and traditional classroom plus monomodal (text-written) feedback. Pretest and posttest were used to elicit information on the learners’ writing CAF. Experimental groups received multimodal feedback, and control groups received monomodal feedback during 12 weeks (24 sessions). According to the results obtained from one-way analysis of multivariate (MANOVA), providing multimodal feedback significantly improved students’ writing performance. Furthermore, using multimodal feedback via a flipped teaching model significantly influenced EFL learners’ writing CAF, suggesting that foreign language educators could effectively employ multimodal feedback primarily via flipped instruction to improve writing performance in intermediate EFL learners. The study results were discussed and some suggestions were given. | ||
| کلیدواژهها | ||
| traditional classroom؛ flipped classroom؛ multimodal feedback؛ writing CAF | ||
| مراجع | ||
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