Papers by afsane ravandpour
Journal of Language and Education
Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL le... more Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners’ flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autono...
Cogent Psychology, 2020
Sharecopy and redistribute the material in any medium or format. Adaptremix, transform, and build... more Sharecopy and redistribute the material in any medium or format. Adaptremix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. No additional restrictions You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
JOURNAL OF LANGUAGE & EDUCATION, 2022
Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL le... more Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners' flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autonomy. Moreover, engagement is positively predicted by both critical thinking and autonomy. Finally, the results and their implications in the context of language learning were discussed. Implications.
JOURNAL OF LANGUAGE & EDUCATION, 2022
Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL le... more Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners' flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autonomy. Moreover, engagement is positively predicted by both critical thinking and autonomy. Finally, the results and their implications in the context of language learning were discussed. Implications.
Cogent Psychology, 2019
Abstract: The purpose of this study was to investigate the effect of the input-based
and output-b... more Abstract: The purpose of this study was to investigate the effect of the input-based
and output-based tasks with different and identical degrees of involvement loads on
Iranian EFL learners’ incidental vocabulary learning. The participants were 120 preintermediate EFL learners from five English language institutes in Iran. In Phase 1, the
participants received input-based and output-based tasks with identical involvement
loads. In phase 2, they received both types of tasks but the involvement load of inputbased tasks was higher than that of the output-based ones. Finally, in phase 3, the
participants received output-based tasks with higher involvement loads. To measure
the amount of vocabulary learning, immediate post-tests and delayed post-tests
were administered upon completion of the tasks and a week after the post-tests,
respectively. The results revealed that input- and output-based tasks with identical
involvement loads had a positive significant effect on students’ vocabulary learning
and retention at both the post-test and the delayed post-test. Also, input-based tasks
with higher involvement loads had no significant effect on students’ vocabulary
learning and retention at the post-test and delayed post-test.
JOURNAL OF LANGUAGE & EDUCATION, 2022
Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL le... more Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners' flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autonomy. Moreover, engagement is positively predicted by both critical thinking and autonomy. Finally, the results and their implications in the context of language learning were discussed. Implications.
Cogent Psychology, 2019
as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof... more as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof will be undertaken on this manuscript before final publication of the Version of Record (VoR). Please note that during production and pre-press, errors may be discovered which could affect the content.
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Papers by afsane ravandpour
and output-based tasks with different and identical degrees of involvement loads on
Iranian EFL learners’ incidental vocabulary learning. The participants were 120 preintermediate EFL learners from five English language institutes in Iran. In Phase 1, the
participants received input-based and output-based tasks with identical involvement
loads. In phase 2, they received both types of tasks but the involvement load of inputbased tasks was higher than that of the output-based ones. Finally, in phase 3, the
participants received output-based tasks with higher involvement loads. To measure
the amount of vocabulary learning, immediate post-tests and delayed post-tests
were administered upon completion of the tasks and a week after the post-tests,
respectively. The results revealed that input- and output-based tasks with identical
involvement loads had a positive significant effect on students’ vocabulary learning
and retention at both the post-test and the delayed post-test. Also, input-based tasks
with higher involvement loads had no significant effect on students’ vocabulary
learning and retention at the post-test and delayed post-test.
and output-based tasks with different and identical degrees of involvement loads on
Iranian EFL learners’ incidental vocabulary learning. The participants were 120 preintermediate EFL learners from five English language institutes in Iran. In Phase 1, the
participants received input-based and output-based tasks with identical involvement
loads. In phase 2, they received both types of tasks but the involvement load of inputbased tasks was higher than that of the output-based ones. Finally, in phase 3, the
participants received output-based tasks with higher involvement loads. To measure
the amount of vocabulary learning, immediate post-tests and delayed post-tests
were administered upon completion of the tasks and a week after the post-tests,
respectively. The results revealed that input- and output-based tasks with identical
involvement loads had a positive significant effect on students’ vocabulary learning
and retention at both the post-test and the delayed post-test. Also, input-based tasks
with higher involvement loads had no significant effect on students’ vocabulary
learning and retention at the post-test and delayed post-test.