Flipped vs. unplugged instructions: Sailing EFL learners' oral proficiency through virtual and real learning communities

Abstract

This study sought to probe the effect of two non-conventional instructions namely Flipped Classroom Model (FCM) vs. Unplugged Classroom Model (UCM) on Iranian EFL learners' oral proficiency. Therefore, 90 upper-intermediates were randomly assigned to two experimental groups and one control group (30 each). The FCM and UCM participants were equipped with WhatsApp online platform and conversation-driven, emergent-based instructions respectively. Their counterparts in control group received textbook instruction. After four weeks of instruction, learners' performances were evaluated using a mixed method design with interviews and paper-based exams' posttests besides the Community of Inquiry (CoI) questionnaire and the instructor's observations for the non-conventional classrooms. The results indicated that both FCM and UCM instructions were successfully implemented for promoting learners' oral proficiency. However, learners reported divergent perspectives that may help the EFL teachers to develop FCM and UCM not only for enhancing oral proficiency but also for expanding learners' problem-solving techniques.