Volume 8, Issue 2 (June 2026)
IEEPJ 2026, 8(2): 0-0 |
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Shakeri V, Saeidi M, Hadidi Tamjidi N. (2026). Construct Validation of a Writing Autonomy Questionnaire for Iranian Learners of English as a Foreign Language: Application in Flipped and Micro-Flipped Learning Environments. IEEPJ. 8(2),
URL: http://ieepj.hormozgan.ac.ir/article-1-1155-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1155-en.html
1- Department of English Language Teaching, Ta. C., Islamic Azad University, Tabriz, Iran
2- Department of English Language Teaching, Ta. C., Islamic Azad University, Tabriz, Iran ,mnsaeidi@yahoo.ca
3- Department of English Language Teaching, Ta. C., Islamic Azad University, Tabriz, Iran
2- Department of English Language Teaching, Ta. C., Islamic Azad University, Tabriz, Iran ,
3- Department of English Language Teaching, Ta. C., Islamic Azad University, Tabriz, Iran
Abstract: (75 Views)
Objective: This study investigated the effects of flipped instruction (FI) and micro‑flipped instruction (MFI) on Iranian EFL learners’ writing performance, engagement, and autonomy.
Methods: Using the Oxford Placement Test (OPT), 63 female EFL learners from Zabansara Language Institute in Shabestar, Iran, were selected as a homogeneous sample and randomly assigned to three groups: FI, MFI, and a control group receiving traditional lecture‑based instruction. All groups completed a writing pre‑test and engagement and autonomy questionnaires before the treatment. After the instructional period, the same instruments were administered as post‑tests.
Results: While no significant differences were found among the groups at the pre‑test stage, significant differences emerged in the post‑tests. Both FI and MFI improved learners’ writing performance, engagement, and autonomy compared with traditional instruction, with MFI showing the greatest improvement.
Conclusions: Micro‑flipped instruction appears to be the most effective approach for enhancing EFL learners’ writing performance, engagement, and autonomy. These findings suggest that integrating flipped learning strategies, particularly micro‑flipped instruction, can improve writing instruction in EFL contexts.
Methods: Using the Oxford Placement Test (OPT), 63 female EFL learners from Zabansara Language Institute in Shabestar, Iran, were selected as a homogeneous sample and randomly assigned to three groups: FI, MFI, and a control group receiving traditional lecture‑based instruction. All groups completed a writing pre‑test and engagement and autonomy questionnaires before the treatment. After the instructional period, the same instruments were administered as post‑tests.
Results: While no significant differences were found among the groups at the pre‑test stage, significant differences emerged in the post‑tests. Both FI and MFI improved learners’ writing performance, engagement, and autonomy compared with traditional instruction, with MFI showing the greatest improvement.
Conclusions: Micro‑flipped instruction appears to be the most effective approach for enhancing EFL learners’ writing performance, engagement, and autonomy. These findings suggest that integrating flipped learning strategies, particularly micro‑flipped instruction, can improve writing instruction in EFL contexts.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/08/24 | Accepted: 2026/01/24 | Published: 2026/06/1
Received: 2025/08/24 | Accepted: 2026/01/24 | Published: 2026/06/1
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