parallel structures

The proficient use of parallel structures in essay writing plays a vital role in enhancing language proficiency among English as a Foreign Language (EFL) learners. Exploring effective instructional strategies, such as input flooding, can contribute significantly to improved writing outcomes. This study investigates the impact of input flooding techniques on the utilization of parallel structures in essay writing among EFL learners, comparing two instructional settings: flipped online and flipped face-to-face. A total of 73 participants were randomly assigned to three groups: the flipped online group (n=24), the flipped face-to-face group (n=22), and a control group (n=27). In the flipped online approach, the participants were exposed to input flooding through pre-recorded videos and received online feedback on their essays, allowing for extensive exposure to parallel structures. In the flipped face-to-face approach, the participants received the same instructional materials emphasizing relevant structures and engaged in activities to promote the use of parallel structures. The control group followed their regular instructional method without any specific intervention. Following the treatment sessions, all participants underwent a post-test essay assessment to evaluate their proficiency in utilizing parallel structures. The results indicate that the flipped online group demonstrated the highest level of proficiency, highlighting the effectiveness of input flooding techniques in promoting the use of parallel structures in essay writing. Nevertheless, the flipped face-to-face group also exhibited improvement compared to the control group, suggesting the potential benefits of incorporating input flooding in the face-to-face approach. The study indicates that employing input flooding techniques, particularly in a flipped online instructional environment, can significantly improve EFL learners' proficiency in using parallel structures in essay writing. Moreover, the implications extend beyond the classroom, offering valuable insights for educators and policymakers to refine instructional strategies and shape language learning policies effectively.

This study investigates the impact of computer-supported input enhancement techniques on the mastery of parallel structures in essay writing among EFL learners within the contexts of flipped online and face-to-face instruction. A comparative analysis of the effectiveness of these techniques is conducted between the two instructional settings. The research involved 75 participants, randomly divided into three groups: flipped online (n=25), flipped face-to-face (n=23), and a control group (n=27). In the flipped online class, students accessed pre-recorded videos one week before class and received online feedback on their essays. In the flipped face-to-face class, students received printed notes highlighting relevant structures for each session. The control group followed their regular instructional method without any specific intervention. At the semester's conclusion, all participants completed a post-test essay assessment to evaluate their proficiency in utilizing parallel structures. The findings reveal that the flipped online group demonstrated the highest proficiency in employing parallel structures, emphasizing the efficacy of computer-supported input enhancement techniques in the online, flipped approach. Additionally, the flipped face-to-face group exhibited improvement compared to the control group, highlighting the potential benefits of input enhancement in the face-to-face flipped approach. These results offer empirical evidence supporting the effectiveness of input enhancement techniques and underscore the significance of explicit instruction and practice in language learning. The integration of these techniques by language instructors and curriculum developers holds promise for enhancing the acquisition and application of parallel structures in language learning settings.