The Effect of Implementing Mobile-Mediated Flipped Scaffolding Strategy on Iranian EFL Learners; Grammar Production In Writing Performances

The main purpose of the study was to investigate the effect of implementing mobile-mediated flipped scaffolding strategy on Iranian EFL learners grammar production in writing performances. The design of the study was a mixed-methods research, collecting data through both quantitative and qualitative methods. The participants of this study were ۵۸ female learners who were studying at Adyban English language institute in Ahvaz, Iran. All participants were at upper-intermediate level of proficiency in English based on the results of the Brown et al. (۱۹۹۹) English Language Test. Their age ranged between ۱۷ to ۲۴ years old. Based on the institute's learner profiles, all students were classified as upper-intermediate level. A convenience sampling approach was used due to the availability of this specific learner population to the researchers. They were randomly divided into experimental (N=۲۹) and control (N=۲۹) groups. The Oxford Quick Placement Test (OQPT) was completed by ۷۴ upper-intermediate English language learners, ۵۸ participants were selected for the experimental (۲۹) and control (۲۹) groups. The study used a semi-structured interview, the Self-Regulation Questionnaire (SRQ) by Brown et al. (۱۹۹۹), and pre- and post-tests in grammar production. Data will be analyzed through an independent sample t-test was performed on self-regulation surveys. Subsequently, a similar analysis was conducted for the effectiveness on flipped learning procedure. The analysis was conducted to scrutinize the focus group interview questions to evaluate EFL learners' perspectives on the flipped learning setting, P-value less than ۰.۰۵ was considered significant. The statistical method is done through descriptive and inferential statistics through IBM SPSS version۲۶. The results showed that the experimental group did better than the control group in terms of self-regulation and grammar writing abilities. The study concluded that mobile-mediated flipped scaffolding instruction has a significant positive impact on EFL learners' writing performance and learners' self-regulated learning skills. Implications of the study suggest that this study was understanding the potential of various learning environments as well integrating new technology in a technology-enhanced environment to promote students' independent learning is extremely beneficial.

کلیدواژه ها:

Descriptive And Inferential Statistics ، Flipped Scaffolding Strategy ، Mixed-Methods Research ، Oxford Quick Placement Test (OQPT) ، Self-Regulation Questionnaire (SRQ) ، Self-Regulated Learning Skills ، Writing Performances