Investigating the Effect of Flipped Teaching-Learning Method on Persian Language Learners' Reading and Writing Skills

The purpose of the study was to investigate the effect of flipped teaching-learning method on Persian-language learners' reading and writing skills in the context of the second language acquisition. The statistical population consisted of 58 eighth grade Persian language learners aged 14-15 of the International girls' school in Tehran. Using standardized placement test results, the intermediate language learners were selected by convenience sampling and were randomly assigned into control (29 students) and experimental (29 students) groups. The experimental group was exposed to flipped instruction throughout 10 75-minute sessions. The study adopted quasi-experimental design. The main research instrument was pre-test and post-test. Data analysis was performed using one-way covariance analysis and Kolmogorov-Smirnov test was used to determine the normality of the data. Reliability index (Cronbach's Alpha) was 0.91. The results of the covariance (ANCOVA), based on the e-learning materials provided by the researcher and the audio book which formed the main learning process for flipped instruction group, showed that deep and stable learning and participation of 95% of learners in the classroom was achieved. This type of learning was influenced by factors such as strategies of exploratory learning process, independent and deep learning with appropriate time management leading to understanding, application, and analysis of lesson concepts. In future research, the content and type of electronic content produced in this research can have many practical applications for researchers of material development, virtual education, teaching methods, testing and educational planning.