Flipped Learning of English Idioms by Low and Upper Intermediate L2 Learners: Does Proficiency Make an Impact?
Saved in:
| Title: | Flipped Learning of English Idioms by Low and Upper Intermediate L2 Learners: Does Proficiency Make an Impact? |
|---|---|
| Authors: | Heidari, Kamal1 (AUTHOR) k_86_tefl@yahoo.com |
| Source: | CALICO Journal. 2026, Vol. 43 Issue 2, p179-204. 26p. |
| Subject Terms: | *Language ability, *Blended learning, *Limited English-proficient students, *Computer assisted instruction, Idioms, Figures of speech, Empirical research |
| Abstract: | The acquisition of multiword expressions (MWEs), particularly idioms, plays a crucial role in achieving native-like fluency and communicative competence in English. However, effective pedagogical approaches for teaching idioms remain insufficiently supported by empirical evidence, particularly technology-enhanced methods such as flipped learning in second language (L2) contexts. This quasi-experimental study investigates the impact of flipped learning compared with traditional non-flipped instruction on the idiom acquisition of low and upper intermediate L2 learners. A total of 195 Iranian English as a Foreign Language (EFL) learners were selected and assigned to experimental and control groups within each proficiency level. The experimental groups received flipped instruction over five sessions involving pre-class exposure to instructional materials via the Skyroom platform, while the control groups received traditional teacher-centered instruction during class time. Analysis of data collected from form-recall and meaning-recall tests revealed statistically significant differences between the flipped and non-flipped groups at both proficiency levels, with the experimental groups outperforming the control groups. The findings suggest that flipped learning enhances idiom retention and comprehension, regardless of learners' proficiency level. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The acquisition of multiword expressions (MWEs), particularly idioms, plays a crucial role in achieving native-like fluency and communicative competence in English. However, effective pedagogical approaches for teaching idioms remain insufficiently supported by empirical evidence, particularly technology-enhanced methods such as flipped learning in second language (L2) contexts. This quasi-experimental study investigates the impact of flipped learning compared with traditional non-flipped instruction on the idiom acquisition of low and upper intermediate L2 learners. A total of 195 Iranian English as a Foreign Language (EFL) learners were selected and assigned to experimental and control groups within each proficiency level. The experimental groups received flipped instruction over five sessions involving pre-class exposure to instructional materials via the Skyroom platform, while the control groups received traditional teacher-centered instruction during class time. Analysis of data collected from form-recall and meaning-recall tests revealed statistically significant differences between the flipped and non-flipped groups at both proficiency levels, with the experimental groups outperforming the control groups. The findings suggest that flipped learning enhances idiom retention and comprehension, regardless of learners' proficiency level. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07427778 |
| DOI: | 10.3138/calico-2024-0036 |
