The Effect of Flipped Classroom on Iranian Adolescents: Elementary EFL Learners’ Vocabulary Recall and Retention

Abstract

Vocabulary as an inseparable part of language learning has a vital role in communication, which requires to be taught in new approaches. A quasi-experimental method was used to achieve the aims of the current study. In doing this, 48 Iranian female adolescent elementary learners (13–17) were assigned based on the Oxford Quick Placement Test from 70 female students to take part in 4 sessions of treatment. The participants were randomly divided into two groups: an experimental group (n = 24) and a control group (n = 24). The experimental group was taught using the flipped classroom, while the control group was exposed to the conventional methods. Research instruments involving an English language placement test, vocabulary pretest, immediate posttest, and delayed test (the study lasted for 9 weeks). A list of 28 target words was given to both groups. Words were selected by the Lawshe content validity ratio (CVR) and content validity index (CVI) to have validity. The findings of ANCOVA indicated that conducting the flipped classrooms has significant impacts on Iranian adolescent elementary students’ vocabulary recall and retention. Hence, it is an applicable approach that carries important implications for teachers, foreign language syllabus designers, and curriculum planners.

Language Teaching through the Flipped Classroom: A Systematic Review

“…Before answering our research questions, we list the titles and authors of the selected articles (Table 4). The distribution of the number of publications on FC and language teaching shows that in the years analysed the most is in 2021 with 42.3% [23][24][25][26][27][28][29][30][31][32][33], followed by 2022 [34][35][36][37][38] and 2020 [39][40][41][42][43] (19.2%), 11.5% in 2018 [44][45][46] and, finally, 7.7% in 2019 [47,48] Figure 2:…”

“…The distribution of the number of publications on FC and language teaching shows that in the years analysed the most is in 2021 with 42.3% [23][24][25][26][27][28][29][30][31][32][33], followed by 2022 [34][35][36][37][38] and 2020 [39][40][41][42][43] (19.2%), 11.5% in 2018 [44][45][46] and, finally, 7.7% in 2019 [47,48] Regarding the countries (Figure 3) in which this research has been carried out, the highest concentration is in Spain [28,35,47], Indonesia [27,33,44], and Iran [23,31,46]; followed by Jordan [24,34], Taiwan [25,36], Turkey [30,48], and Ukraine [26,39]. Moreover, to a lesser extent in Bangladesh [37], Bhutan [41], Cambodia [29], China…”

“…Moreover, to a lesser extent in Bangladesh [37], Bhutan [41], Cambodia [29], China [38], Colombia [32], the United States [40], Malaysia [43], Mexico [45], and Russia [42]. On closer examination, the Asian continent is where the most research has been carried out [23][24][25]27,29,31,33,34,[36][37][38]41,43,44,46] (57.7%), followed by Europe [26,28,30,35,39,42,47,48] (30.8%), and the Americas [32,40,45] Regarding the countries (Figure 3) in which this research has been carried out, th highest concentration is in Spain [28,35,47], Indonesia [27,33,44], and Iran [23,31,46]; fol lowed by Jordan [24,34], Taiwan…”

“…On closer exami nation, the Asian continent is where the most research has been carried out [23 25,27,29,31,33,34,36-38,41,43,44,46] (57.7%), followed by Europe [26,28,30,35,39,42,47,48 (30.8%), and the Americas [32,40,45] (11.5%). The context/field in which these investigations were carried out is shown in Figure 4 We observe that this methodology is most commonly used in universities [25,27-30,33 40,44,46,47] (69.2%), followed by secondary education [23,24,31,41,48] (19.2%), bachelor' degree [26,45] (7.7%) and primary education [43] (3.8%). It can be seen that there are non in preschool education.…”

The Flipped-based WebQuest Model (FWQ): An Innovative Approach for Teaching Grammar and Alleviating Students’ Anxiety

“…The findings revealed that students exhibited positive attitudes toward both in-class and out-of-class writing models in the flipped classroom, with a preference for the outof-class model. Soltanabadi et al (2021) conducted a study involving 48 female learners aged 13 to 17 to investigate the impact of the flipped classroom approach on Iranian adolescent elementary students' vocabulary recall and retention. The participants were divided into an experimental group (n=24) and a control group (n=24).…”