Examining the Impacts of Flipped, Online, and In-Person Language Instruction on EFL Learners’ Writing Motivation and Writing Self-Efficacy

Document Type : Original Article

Authors

1 M.A. Student, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran.

2 Assistant Professor, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran.

3 Department of English Language and Literature, Urmia University, Urmia, Iran.

Abstract

Technological advancements have had a major impact on language instruction in recent years. Flipped language instruction (FLI) and online language instruction (OLI) constitute two of the major technology-informed language teaching approaches. Nonetheless, there is not adequate research on the impacts of these approaches on EFL learners’ affective factors. The present study employed a quasi-experimental design to examine the effects of FLI, OLI, and traditional in-person language instruction on Iranian EFL learners’ writing motivation (WM) and writing self-efficacy (WSE). Accordingly, the researchers used convenience sampling to select 75 intermediate-level male EFL learners as the participants and gathered the data using Waller and Papi (2017') WM questionnaire and Han and Hiver (2018) WSE questionnaire as the WM and WSE pretests and posttests, which were administered prior to and after the 16 treatment sessions. In the FLI treatment sessions, the researchers provided the learners with writing instruction at two stages including the pre-class stage and the in-class stage. On the other hand, the OLI treatment sessions involved the online writing instruction stage. One-way ANOVA test and paired-samples t-test were used to perform the data analysis. The results highlighted the fact that FLI and OLI significantly ameliorated the participants’ WM and WSE. In addition, FLI was a more viable approach compared to OLI in this regard. The results can provide EFL teacher education course developers, syllabus designers, and teachers with guidelines on the integration of FLI and OLI into the process of language instruction in foreign language contexts.

Keywords

Main Subjects

Copyright © 2025 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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History

  • Receive Date: 20 August 2025
  • Revise Date: 25 September 2025
  • Accept Date: 29 September 2025
  • First Publish Date: 19 December 2025
  • Publish Date: 19 December 2025

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