Document Type : Research article

Authors

• Mojtaba Khademi ¹
• Fatemeh hemmati ²
• Farzaneh Khodabandeh ³
• Malihe Mousavi ⁴

¹ Department of TEFL and English Literature, Payame Noor University, (PNU), P.O.Box 19395-4697, Tehran, Iran

² Department of TEFL and English Literature, Payame Noor University, (PNU), P.O.Box 19395-4697, Tehran, Iran.

³ Payame Noor University, Tehran

⁴ Payame Noor University

Abstract

In the era of advanced technology, language teaching has experienced a surge in the utilization of technology-oriented methods, such as blended and virtual instructions. In parallel, the manipulation of input to enhance learners' achievement has emerged as a crucial aspect in various domains of language Acquisition was deleted and teaching. Two prominent approaches in this regard are input enhancement (IE) and input flooding (IF). This study aims to examine the effect of these methods on the collaborative oral performance of English as a Foreign Language (EFL) learners in the context of blended and virtual classes. Using a quasi-experimental research design, four groups were formed: IE in blended class (BC), IE in virtual class (VC), IF in BC, and IF in VC groups. The study involved fifty-one EFL elementary students with homogenous English proficiency, randomly assigned to the groups. Pre-test interviews were conducted using six open-ended questions and evaluated by two raters. The participants then received sixteen instructional sessions, delivered entirely in virtual environments for VC groups using Shad application, and in a combination of virtual and physical environments for BC groups. IE groups received instruction based on manipulated input utilizing techniques, such as bolding, capitalizing, coloring, italicizing, and underlining, while IF groups were exposed to repeated instances of target forms in written and oral formats. Following the instructional period, a posttest interview was administered by the same raters employing the pre-test questions. The results, analyzed through repeated measures ANOVA, revealed the positive impact of IE and IF in both BC and VC groups on EFL learners' collaborative oral performance. Furthermore, the BC groups exhibited higher performance compared to the VC groups. These findings contribute to the understanding of effective collaborative language teaching practices, especially in computer-supported environments and highlight the potential of employing IE and IF approaches in both blended and virtual class settings.

Keywords

• Collaborative learning
• Blended class (BC)
• Virtual class (VC)
• Input enhancement (IE)
• Input flood (IF)

Main Subjects

• language teaching