موضوع پايان نامه هاي لاتين Abstract One of the most significant aspects of English lan.... According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This study tried to investigate the effect of flipped learning approach on EFL learners' writing proficiency, writing accuracy, and fluency. To this end, 60 male and female upper-intermediate EFL students studying in a language institute in Isfahan, Iran, at the age range of 15 and 25, were selected and later screened by the use of an Oxford Placement Test (OPT). Two intact classes were also considered as experimental and control groups. The experimental group received the flipped learning approach, while the control group got a set of traditional strategies. A reliable and valid writing proficiency test was used to determine the effect of treatment on the experimental groups’ writing proficiency prior to and after the intervention phase. In order to assess students' writing accuracy and fluency, the IELTS assessment criteria were used. Then, participants were administered a writing motivation questionnaire developed by Daly and Miller (1975) which consisted of 37 items and stress-coping strategies questionnaire designed by Endler and Parker (1990) that contained 48 items aiming to reveal their perspectives towards writing motivation and stress coping strategies. The results of the study indicated that flipped learning approach had a significant effect on the writing proficiency of participants, as shown by their performance on the writing proficiency test. They also revealed that flipped learning approach had a significant effect on EFL learners’ writing accuracy and fluency. Further, there was a significant positive relationship between flipped classroom approach and EFL learners' writing motivation. Additionally, the results indicated that there was a significant relationship between the flipped classroom approach and EFL learners' stress-coping strategies. Hopefully, this research could offer numerous benefits for EFL learners in the context of online classes. It enhances writing accuracy by allowing learners to focus on the application of language skills during class time. Furthermore, it promotes writing motivation by fostering learner autonomy and creating a supportive learning environment. Lastly, flipped learning helps learners develop effective stress coping strategies by providing opportunities for preparation and fostering a sense of community.

from : Abstract One of the most significant aspects of English lan.... until : According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This study tried to investigate the effect of flipped learning approach on EFL learners' writing proficiency, writing accuracy, and fluency. To this end, 60 male and female upper-intermediate EFL students studying in a language institute in Isfahan, Iran, at the age range of 15 and 25, were selected and later screened by the use of an Oxford Placement Test (OPT). Two intact classes were also considered as experimental and control groups. The experimental group received the flipped learning approach, while the control group got a set of traditional strategies. A reliable and valid writing proficiency test was used to determine the effect of treatment on the experimental groups’ writing proficiency prior to and after the intervention phase. In order to assess students' writing accuracy and fluency, the IELTS assessment criteria were used. Then, participants were administered a writing motivation questionnaire developed by Daly and Miller (1975) which consisted of 37 items and stress-coping strategies questionnaire designed by Endler and Parker (1990) that contained 48 items aiming to reveal their perspectives towards writing motivation and stress coping strategies. The results of the study indicated that flipped learning approach had a significant effect on the writing proficiency of participants, as shown by their performance on the writing proficiency test. They also revealed that flipped learning approach had a significant effect on EFL learners’ writing accuracy and fluency. Further, there was a significant positive relationship between flipped classroom approach and EFL learners' writing motivation. Additionally, the results indicated that there was a significant relationship between the flipped classroom approach and EFL learners' stress-coping strategies. Hopefully, this research could offer numerous benefits for EFL learners in the context of online classes. It enhances writing accuracy by allowing learners to focus on the application of language skills during class time. Furthermore, it promotes writing motivation by fostering learner autonomy and creating a supportive learning environment. Lastly, flipped learning helps learners develop effective stress coping strategies by providing opportunities for preparation and fostering a sense of community.