The Effect of Mobile-mediated Flipped Scaffolding on EFL Learners' Autonomy in the Production of Selected Grammatical Points: Achievement and Perception in Focus

Document Type : Original Article

Authors

1 English Language Department, Shareza Branch, Islamic Azad University, Shareza, Iran.

2 English Language Department, Shahreza Branch, Islamic Azad University, Shareza, Iran

Abstract

This mixed-method study examined the effectiveness of a mobile-mediated flipped scaffolding strategy in enhancing upper-intermediate EFL learners’ autonomy and grammatical writing skills. The study also explored the treatment group’s perceptions of the strategy. To this end, a sample of 58 homogenized participants in terms of general English knowledge was chosen out of 74 female upper-intermediate English language learners using a convenient sampling technique due to the availability of the participants.  The data gathering tools were the Oxford Quick Placement Test (OQPT), semi-structured interviews, pretests and posttests on grammar, and the autonomy scale. Based on the independent samples t-test results, the treatment group outperformed the control group regarding autonomy and writing skills related to grammar. These conclusions were supported by the interview data, which indicated that students valued the strategy’s exciting and instructive components. In summary, this research provides valuable evidence supporting the efficacy of flipped classrooms mitigated with scaffolding in resolving issues encountered by EFL students. The study also discusses the pedagogical implications, emphasizing the potential benefits of integrating such approaches into language teaching.
 

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Technology Assisted Language Education
Volume 2, Issue 3
September 2024
Pages 25-45

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