The Effectiveness of Using Flipped Classroom Model on Iranian EFL Learners’ English Achievements and Their Willingness to Communicate
Bibliographic record
Abstract
This study aims at investigating the influence of using flipped classroom model on Iranian EFL eleven graders’ English achievements and their willingness to communicate. A pre-experimental design was used in this study. The participants were students in four classes of two high schools in Sanadaj, Iran. Two classes functioned as experimental and two others as control. The students in the experimental group (N=48) received instructional videos based on their English textbook. The videos were uploaded on a social network channel made by the researcher so the students could download them and watch them at their convenience time. Each individual participant in the experimental group then had the opportunity to interact with his classmates and teacher via the social network made by the students. This could help the students in the experimental group for the in-class discussion formed on the content of the videos and textbook exercises, Meanwhile, the students in the control group (N=47) received in class traditional teaching focusing on lectures and explanations by the teacher. Despite these two different ways of presenting the contents of the English textbook, students in both experimental and control groups had the opportunity to take part in various learning activities in each classroom session including collaborative activities, completing the textbook exercises, giving comments and presenting new ideas, giving each other support and feedback and taking in-class quizzes. Statistical analysis of the post- test results revealed that the participants in the experimental group could outperform the participants in the control group. Furthermore, the findings of this study indicated that there was a significant difference in learners’ willingness to communicate between experimental and control groups in favor of the experimental group.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".