Exploring the Impact of Computer-Supported Input Enhancement on Enhancing Parallel Structures in EFL Learners' Writing: A Comparative Study in Flipped Online and Face-to-Face Higher Education Settings

This study investigates the impact of computer-supported input enhancement techniques on the mastery of parallel structures in essay writing among EFL learners within the contexts of flipped online and face-to-face instruction. A comparative analysis of the effectiveness of these techniques is conducted between the two instructional settings. The research involved ۷۵ participants, randomly divided into three groups: flipped online (n=۲۵), flipped face-to-face (n=۲۳), and a control group (n=۲۷). In the flipped online class, students accessed pre-recorded videos one week before class and received online feedback on their essays. In the flipped face-to-face class, students received printed notes highlighting relevant structures for each session. The control group followed their regular instructional method without any specific intervention. At the semester's conclusion, all participants completed a post-test essay assessment to evaluate their proficiency in utilizing parallel structures. The findings reveal that the flipped online group demonstrated the highest proficiency in employing parallel structures, emphasizing the efficacy of computer-supported input enhancement techniques in the online, flipped approach. Additionally, the flipped face-to-face group exhibited improvement compared to the control group, highlighting the potential benefits of input enhancement in the face-to-face flipped approach. These results offer empirical evidence supporting the effectiveness of input enhancement techniques and underscore the significance of explicit instruction and practice in language learning. The integration of these techniques by language instructors and curriculum developers holds promise for enhancing the acquisition and application of parallel structures in language learning settings.

کلیدواژه ها:

input enhancement ، face-to-face instructional contexts ، flipped instruction ، parallel structures