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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.

Developing Sustainable Technological Pedagogical Content Knowledge (S-TPACK) in Teaching Science Roozafzai, Zahra Sadat
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.83

This mixed-methods study introduces the concept of Sustainable Technological Pedagogical Content Knowledge (Sustainable TPACK), extending the TPACK framework with a focus on eco-friendly technology integration in science education. The research aimed to operationalize the Sustainable TPACK framework and explore its application in science teaching contexts. A survey was administered to assess in-service science teachers' self-reported Sustainable TPACK levels, followed by in-depth case studies involving classroom observations, interviews, and document analysis. The findings demonstrated that science teachers generally possessed moderate to high levels of Sustainable TPACK and faced challenges in implementing eco-friendly technology, which could be overcome through collaboration and professional development opportunities. The study highlights the need for targeted initiatives supporting science educators in developing Sustainable TPACK, fostering environmental stewardship among students, and addressing domain-specific challenges. Future research may examine the impact of Sustainable TPACK on student learning outcomes and the effectiveness of various professional development strategies in promoting this framework among science educators.

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.

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