The Effects of Flipped Learning on Iranian EFL Pre-Intermediate Learners’ Vocabulary Knowledge

The present study investigated the effect of flipped learning on Iranian pre-intermediate learners’ vocabulary knowledge. Accordingly, ۵۵ pre-intermediate participants were randomly divided into three main groups. Two experimental groups (n = ۱۸ in each) and a control group (n = ۱۹). The first experimental group received flipped instruction, in which they received YouTube videos, PowerPoint slides, and an online quiz before the class, practiced them at home, and were required to get engaged in in-class interaction by using the target words in their utterances. In the classroom students were asked to talk about the vocabulary items they had learned at home and practice them individually and in pairs by using their own sentences. The participants of the second experimental group received instruction on vocabulary skills through videos and PowerPoint presentations in the class with no in-class interaction. And the control group, was taught the target vocabulary items traditionally by writing them on the board and presenting their definitions and examples. The results of the study showed that the first experimental group outperformed the other groups both on the immediate and delayed posttests.

کلیدواژه ها:

Flipped learning ، pre-intermediate learners ، vocabulary knowledge