The Impact of Flipped, Face-to-Face, and Blended Teaching on the Pronunciation Ability of Introverted and Extroverted English Language Learners

The goal of this study was to investigate the influence of flipped, face-to-face, and blended instruction on EFL intermediate introverted and extroverted learners' pronunciation ability. To fulfill the objectives of the study, 60 EFL intermediate-level learners were selected from English language institutes of Esfahan City. Then, they were randomly allotted into a face-to-face, flipped, and blended group. Each group included 20 learners. After that, the Eysenck Personality Inventory was distributed among the learners of each group. As a result, the learners of each group were divided into an extroverted group and an introverted group. The next time, the pronunciation pre-test was given to the learners of the three groups separately. Subsequently, the learners of the flipped group were provided with the pronunciation instruction three days before coming to their classes, and then during class time, they performed various activities and exercises regarding the content. In the face-to-face class, the learners received the traditional instruction of pronunciation. In addition, in the blended group, during online training, the researcher taught the instructional content via Skyroom, and during face-to-face training, the learners were required to do the related exercises and activities of their book. After instruction, the pronunciation post-test was administered among the three groups. The findings showed that the three instruction approaches could positively increase the extroverted participants’ pronunciation ability but the flipped group attained more advancement in pronunciation learning.