The Relationship Between Massive Open Online Course (MOOC) And Flipped Classroom Instruction(FCI) on Enhancing Iranian EFL Learner's Reading Comprehension

The purpose of the study was to investigated the relationship between Massive Open Online Course (MOOC) and Flipped Classroom Instruction (FCI) on enhancing Iranian EFL learner's reading comprehension. The participants of this study were selected ۹۰ participants out of ۱۲۳ Iranian students based on the results of Oxford Quick Placement Test (OQPT). They were selected at Adyban English language institute in Ahvaz, Iran.they were randomly divided into three experimental groups (N=۶۰) and a control group (N=۳۰). The experimental group was instructed in a traditional face-to-face classroom. But the control group was not given the Intemet-delivered intervention. The instrument used the Oxford Quick Placement Test (OQPT) was used in this study to make the participants homogenous. the OQPT had two sections: one section included ۴۰ items measuring knowledge of grammar and words. the other section had ۲۰ items in the form of the cloze test. According to the OQPT rules, the students who scored between ۴۰ and ۴۷ were at the upper intermediate level and were considered as the participants of this research. the teacher provided some background knowledge for them and then he started reading and translating the text, provided the meanings and definitions of the new words. Twelve English texts were taught to each group, and after teaching all texts, the post-test of reading was carried out to all three groups to determine the usefulness of the treatment on their reading comprehension.Data will be analyzed through the received statistical analyses based on the objectives of the research. therefore, the statistical tools including the one-way ANOVA t-test were run to measure the effects of the MOOC and flipped instructions on the reading comprehension of Iranian EFL leamers. The statistical method is done through descriptive and inferential statistics through IBM SPSS version ۲۶. The results showed that the experimental groups outperformed the control group in the post-test (p<۰.۰۵) of EFL reading comprehension. The findings revealed that there was no significant difference between the post-tests of the MOOC and the flipped groups.Implications suggest the findings of this research could use some qualitative tools such as classroom observation and face-to-face interviews to triangulate the results.

کلیدواژه ها:

Control Group ، Flipped Class Room (FC) ، Experimental Group ، Massive Open Online Course (MOOC) ، One-way ANOVA ، Oxford Quick Placement Test (OQPT)