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Mixed-Methods Analysis of Pre-Class Input-Driven Exposure and Linguistically Focused Instruction in Flipped EFL Speaking Instruction.

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Title: Mixed-Methods Analysis of Pre-Class Input-Driven Exposure and Linguistically Focused Instruction in Flipped EFL Speaking Instruction.
Authors: Mahvelati, Elaheh Hamed1 mahvelati.e@put.ac.ir
Source: International Journal of Instruction. Apr2026, Vol. 19 Issue 2, p661-680. 20p.
Subject Terms: *Flipped classrooms, *Foreign language education, *Learning theories in education, *Mixed methods research, *Language ability
Abstract: This study compared the efficacy of two flipped classroom models--Linguistically Focused Pre Class Instruction (LFPCI) and Pre-Class Input-Driven Exposure (PCIDE)--versus Traditional Classroom Instruction (TCI) on the speaking proficiency of 73 Iranian EFL learners. A notable contribution of this research was the inclusion of a delayed posttest to assess retention, an aspect neglected in the related literature. Employing a quasi-experimental mixed-methods design, the researcher assessed speaking ability through immediate and delayed posttests, supplemented by qualitative data drawn from classroom observations, rater notes, and focus-group interviews. Quantitatively, the LFPCI group significantly outperformed both other groups on immediate and delayed posttests, demonstrating superior gains and retention. Qualitatively, the LFPCI condition fostered greater engagement, confidence, and accuracy, while reducing native language interference and cognitive demands. Conversely, the other two conditions resulted in lower participation and persistent linguistic challenges. Corroborating Skill Acquisition Theory, these findings underscore the critical role of explicit, linguistically-focused pre-class instruction in achieving durable speaking accuracy in traditional, exposure-limited EFL environments. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Instruction is the property of International Journal of Instruction 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
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  Data: Mixed-Methods Analysis of Pre-Class Input-Driven Exposure and Linguistically Focused Instruction in Flipped EFL Speaking Instruction.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Apr2026, Vol. 19 Issue 2, p661-680. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+theories+in+education%22">Learning theories in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink>
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  Data: This study compared the efficacy of two flipped classroom models--Linguistically Focused Pre Class Instruction (LFPCI) and Pre-Class Input-Driven Exposure (PCIDE)--versus Traditional Classroom Instruction (TCI) on the speaking proficiency of 73 Iranian EFL learners. A notable contribution of this research was the inclusion of a delayed posttest to assess retention, an aspect neglected in the related literature. Employing a quasi-experimental mixed-methods design, the researcher assessed speaking ability through immediate and delayed posttests, supplemented by qualitative data drawn from classroom observations, rater notes, and focus-group interviews. Quantitatively, the LFPCI group significantly outperformed both other groups on immediate and delayed posttests, demonstrating superior gains and retention. Qualitatively, the LFPCI condition fostered greater engagement, confidence, and accuracy, while reducing native language interference and cognitive demands. Conversely, the other two conditions resulted in lower participation and persistent linguistic challenges. Corroborating Skill Acquisition Theory, these findings underscore the critical role of explicit, linguistically-focused pre-class instruction in achieving durable speaking accuracy in traditional, exposure-limited EFL environments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.29333/iji.2026.19236a
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        Text: English
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      – SubjectFull: Learning theories in education
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