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THE IMPACT OF THE FLIPPED CLASSROOM METHOD ON LEARNING OUTCOMES Roozafzai, Zahra Sadat
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 2 (2024): Promoting the Phenomenon in Literature, Linguistics and English Instruction
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i2.12055

The flipped classroom method, a learner-centered approach, holds potential benefits for EFLinstruction. This study aims to evaluate the effectiveness of the flipped classroom approach inimproving EFL learning outcomes among Iranian undergraduate students. Participants included 120undergraduate EFL learners from an institute in Isfahan. In a mixed-methods approach, studentswere randomly divided into experimental and control groups. The experimental group receivedinstruction through the flipped classroom method, while the control group received traditionalclassroom instruction. Pre- and post-tests were administered to assess the participants' Englishlanguage reading comprehension, grammar, and vocabulary knowledge. In addition, a thematicanalysis was conducted on the students' responses from in-depth interviews to identify and exploreemerging patterns and themes within the data. Paired samples t-test was used to analyze the data.The experimental group demonstrated significantly higher scores on the post-test compared to thecontrol group, indicating that implementing the flipped classroom method in Iranian EFL classroomshas the potential to enhance learning outcomes and motivate students. This study provides evidencefor the effectiveness of the flipped classroom approach in improving EFL learning outcomes amongIranian undergraduate students. Further research could explore the applicability of this approach indiverse cultural contexts and instructional settings. By adopting innovative, learner-centeredmethods like the flipped classroom, educators can transform EFL education and promote studentsuccess.

English as an International Language for English for Information Literacy: A Pathway to Knowledge Development Roozafzai, Zahra Sadat
FOSTER: Journal of English Language Teaching Vol. 5 No. 3 (2024): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v5i3.176

In today's digital era, information literacy has become crucial for navigating the vast landscape of knowledge and engaging with diverse sources of information. This research explores the role of English as an International Language (EIL) in the context of English for Information Literacy (EIL) and its contribution to knowledge development. The study seeks to answer three key questions: How does EIL proficiency impact the development of information literacy skills in multicultural and multilingual contexts? What are the most effective teaching methodologies for integrating EIL into information literacy education? How do EIL and information literacy intersect to empower individuals in their personal, academic, and professional pursuits? By employing correlation analysis and case studies, the research examines the relationship between EIL proficiency and information literacy skills development and evaluates the efficacy of teaching practices that integrate EIL into information literacy education. Data is collected through EIL proficiency assessments, information literacy skills assessments, and in-depth case studies involving interviews, observations, and document analysis. The study's findings offer valuable insights into the interplay between EIL and information literacy, emphasizing the importance of equipping learners with both linguistic and information literacy skills. Ultimately, the research aims to contribute to the development of innovative pedagogical approaches and enhance the quality of information literacy education in multicultural and multilingual contexts.

Metaphorical Hybridity in Knowledge Management Roozafzai, Zahra Sadat
FOSTER: Journal of English Language Teaching Vol. 6 No. 2 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i2.217

This study investigates metaphorical hybridity's role in shaping knowledge management practices within professional contexts. Metaphorical hybridity refers to blending diverse metaphorical representations that influence knowledge creation, organization, and dissemination within organizations. This research aims to understand how metaphorical hybridity impacts the development of novel knowledge management strategies. Q methodology was employed to analyze the metaphorical representations that shape knowledge management practices. Participants` rank-order statements related to metaphorical hybridity and knowledge management enabled the identification of common viewpoints and distinct perspectives. Key metaphorical constructs include knowledge as a fluid entity, an organic system, and a complex network. The context is the rapidly evolving knowledge landscape in professional environments, presenting challenges to effective knowledge management practices. The rise of digital technologies and globalization has further complicated knowledge management, necessitating innovative strategies. Findings demonstrate metaphorical hybridity's dynamic nature and its potential to foster adaptability, innovation, and resilience in knowledge management practices. The research highlights the importance of understanding the interplay between diverse perspectives, representations, and knowledge management approaches. Implications include recognizing metaphorical hybridity's influence for harnessing diverse metaphors' power more effectively and the practical adaptability to the changing knowledge landscape and address complex challenges associated with managing knowledge in contemporary professional environments.

Exploring the relationship between English language syntax and cohesion in professional discourse Roozafzai, Zahra Sadat
Journal of English in Academic and Professional Communication Vol 11 No 2 (2025): July
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i2.5886

This study explores the relationship between English language syntax and cohesion in professional discourse across domains such as business, law, medicine, and academia. Using a mixed-methods approach, the research combines quantitative corpus analysis of syntactic structures and cohesive devices with qualitative discourse analysis guided by Hallidayan Functional Grammar. The study analyzes 200 authentic professional texts, sourced from academic databases, institutional repositories, and public domain documents, ensuring a comprehensive and representative sample. Findings reveal that syntactic structures and cohesive devices play crucial roles in shaping textual coherence and comprehension. For instance, coordination establishes hierarchical relationships between clauses, while ellipsis helps maintain consistency by omitting redundant information. However, complex syntactic structures often hinder comprehension, particularly for non-native speakers. A comprehension study conducted with 120 participants (60 native and 60 non-native English speakers) further supports these findings. Native speakers outperformed non-native speakers across all conditions, but both groups benefited significantly from high levels of cohesive devices, particularly in texts with simpler syntax. Statistical analysis using ANOVA shows a significant interaction between syntactic complexity and cohesive devices (p = 0.05), underscoring the importance of balancing these linguistic features. This research contributes to the fields of linguistics, professional communication, and discourse analysis by identifying patterns and correlations that enhance understanding of professional texts.

Flipped Active Learning with Padlet: Developing Engagement and Metacognitive Skills Roozafzai, Zahra Sadat
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1925

This study examines the impact of integrating Padlet, a web-based collaborative tool, into flipped learning environments to enhance active engagement and metacognitive development among students. A mixed-methods design was employed, combining pre- and post-course surveys, focus group discussions, and classroom observations. Participants included 50 undergraduate students enrolled in an Educational Science course, where Padlet was used for in-class activities in a flipped classroom setting. Quantitative data were collected using adapted scales (NSSE for engagement, SRQ for motivation, MAI for metacognitive skills) and academic performance metrics. Qualitative data were gathered through semi-structured focus groups and structured classroom observations. Descriptive statistics, paired t-tests, and thematic analysis were used for data analysis. Results indicated significant improvements in engagement (mean increase from 3.6 to 4.1, p = 0.02), motivation (3.8 to 4.3, p = 0.01), and metacognitive skills (3.4 to 3.9, p = 0.04). Qualitative findings highlighted enhanced collaboration, self-regulation, and critical thinking. The study concludes that Padlet-enhanced flipped classrooms effectively support active learning and metacognition, recommending its integration for student-centered instructional design.

Flipped Active Learning with Padlet: Developing Engagement and Metacognitive Skills Roozafzai, Zahra Sadat
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1925

This study examines the impact of integrating Padlet, a web-based collaborative tool, into flipped learning environments to enhance active engagement and metacognitive development among students. A mixed-methods design was employed, combining pre- and post-course surveys, focus group discussions, and classroom observations. Participants included 50 undergraduate students enrolled in an Educational Science course, where Padlet was used for in-class activities in a flipped classroom setting. Quantitative data were collected using adapted scales (NSSE for engagement, SRQ for motivation, MAI for metacognitive skills) and academic performance metrics. Qualitative data were gathered through semi-structured focus groups and structured classroom observations. Descriptive statistics, paired t-tests, and thematic analysis were used for data analysis. Results indicated significant improvements in engagement (mean increase from 3.6 to 4.1, p = 0.02), motivation (3.8 to 4.3, p = 0.01), and metacognitive skills (3.4 to 3.9, p = 0.04). Qualitative findings highlighted enhanced collaboration, self-regulation, and critical thinking. The study concludes that Padlet-enhanced flipped classrooms effectively support active learning and metacognition, recommending its integration for student-centered instructional design.

From Sociocultural Theory (SCT) to Socially-Contextualized Pedagogy (SCP) Roozafzai, Zahra Sadat
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.59

This quasi-experimental and empirical study explores the effectiveness of a socially-contextualized pedagogy in empowering English language learners. The participants included 100 English language learners from diverse linguistic backgrounds, randomly assigned to either the experimental group, which received socially-contextualized instruction, or the control group, which received traditional instruction. Data collection involved pre- and post-treatment surveys assessing participants' motivation, engagement, and perceived language proficiency, as well as qualitative interviews exploring their learning experiences. Results indicated that participants in the experimental group demonstrated significantly higher motivation, engagement, and perceived language proficiency compared to the control group. Qualitative analyses revealed themes related to enhanced socio-cultural connections, increased self-efficacy, and a more positive learning environment in the experimental group. These findings highlight the potential of socially-contextualized pedagogy in empowering English language learners and improving their educational outcomes.

Technology-Enhanced Art and Sustainable Discourse Practices Zaeri, Parisa; Roozafzai, Zahra Sadat
International Journal of Culture and Art Studies Vol. 8 No. 2 (2024): International Journal of Culture and Art Studies (IJCAS)
Publisher : Talenta Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/ijcas.v8i2.16654

This study explored the potential of technology-enhanced art in fostering sustainable discourse practices and social connection in the digital age. As technology advances, new opportunities emerge to integrate digital tools into creative practices, particularly in the realm of art. By examining the intersection of art, technology, and discourse analysis through a sustainability lens, this research aims to uncover innovative approaches to promoting effective communication, civic engagement, collaboration, intercultural understanding, empathy, and resilience incorporating co-design processes, shared decision-making, or collaborative art-making activities. The study provides an overview of technology-enhanced art practices including social media, virtual reality, interactive installations, and digital storytelling tools, and their impact on discourse practices within diverse socio-cultural contexts. It investigates the role of digital platforms and creative processes in facilitating social connection through discourse. The research focuses on a thematic approach to technology-enhanced art interventions that promote sustainable discourse practices and social connection. Through a thematic and intervention-based approach, this research combines a review of current literature with case studies showcasing the successful implementation of technology-enhanced art interventions. So the current study argues that technology-enhanced art holds significant potential for fostering sustainable discourse practices and social connection in the digital age. By harnessing the power of digital tools and creative processes in an environmentally conscious manner, artists, educators, and practitioners can support social connections. This, in turn, contributes to personal, social, and environmental resilience in a rapidly evolving technological landscape.

Enhancing Active Engagement and Metacognitive Development through Padlet Integration in Flipped Learning Environments Roozafzai, Zahra Sadat
English Language and Literature in Education Journal Vol. 3 No. 2 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/pc4vrx61

Despite the growing emphasis on active learning in higher education, existing research offers limited empirical evidence on the systematic integration of collaborative digital tools, such as Padlet, within flipped learning environments to enhance metacognitive development and student engagement. This study aims to investigate how Padlet can facilitate active learning, self-directed engagement, and the cultivation of metacognitive skills in university classrooms. Employing a mixed-methods design, the research involved 68 undergraduate students enrolled in a flipped learning course at a mid-sized urban university. Quantitative data were collected through pre- and post-intervention surveys measuring engagement and metacognitive awareness, while qualitative insights were gathered via focus group discussions and reflective journals documenting student experiences with Padlet-facilitated activities. Thematic and statistical analyses revealed that integrating Padlet encouraged deeper collaboration, critical reflection, and proactive learning behaviors, while also exposing challenges such as uneven participation, initial technological adaptation hurdles, and occasional cognitive overload during intensive collaborative tasks. The study highlights the importance of structured scaffolding, instructor guidance, and the careful design of digital collaborative activities to maximize learning benefits. These findings provide practical implications for educators seeking to leverage web-based tools to enrich flipped learning pedagogy, enhance metacognitive growth, and foster more engaging, student-centered classroom environments.

Communication, Collaboration, Critical Thinking, and Creative (4Cs) in TVET: A Bibliometric Analysis and Systematic Literature Review Taqwa, Muhammad Reyza Arief; Roozafzai, Zahra Sadat; Suhendi, Endi
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.94

This article maps research trends, key contributors, and thematic structures of the 4Cs—communication, collaboration, critical thinking, and creativity—within Technical and Vocational Education and Training (TVET), while synthesizing experimental efforts to enhance these skills. It addresses a documented gap by combining bibliometric performance analysis and science mapping (RQ1–RQ6) with a systematic review of intervention studies (RQ7). A total of 3,246 documents were obtained, of which 1,655 documents were analyzed bibliometrically, and 32 documents were analyzed through a systematic literature review after screening and applying inclusion/exclusion criteria. The 4Cs–TVET research shows a continuous surge with “communication skills” as the driving theme and creativity relatively unexplored, indicating a thematic focus that still leans toward social competencies. In general, 4Cs–TVET research involves many researchers from various institutions and countries, showing that this research has become a global focus. However, the findings indicate that participation is concentrated in developed and middle-income countries, whereas least developed countries (LDCs) remain underrepresented in this research area. Experimental efforts to improve the 4Cs are spread across five approaches (technology/online, collaborative-interprofessional, gamification, project-based/active learning, simulation), but 56.25% target only one skill—collaboration being the most dominant—and only 6.25% integrate all 4Cs, indicating the need for more holistic intervention design.

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