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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.

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.

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