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<p>Despite widespread advocacy for the flipped classroom model (FCM) in EFL education, critical uncertainties remain regarding the most effective pre-class instructional designs and the durability of resulting gains in oral proficiency. This mixed-methods study addresses these gaps by systematically comparing two theoretically distinct approaches—Explicit Pre-Class Linguistic Scaffolding (FCM-EPCS) and Pre-Class Input Immersion (FCM-PCII)—against Conventional Instruction (CI) among Iranian undergraduate EFL learners. Unique to this research is the integration of both immediate and delayed posttests to evaluate learning retention. Data triangulated from IELTS-aligned speaking tests, systematic classroom observations, raters’ analytical reports, and interviews revealed that the FCM-EPCS condition produced superior and sustained improvements in oral accuracy, fluency, coherence, and communicative confidence, while mitigating negative transfer from the first language and cognitive load. In contrast, the FCM-PCII model generated modest short-term benefits, and the CI method yielded minimal change, with neither maintaining gains over time. Grounded in Skill Acquisition Theory, the findings indicate that explicit pre-class scaffolding, when integrated with graded formative assessment, facilitates the proceduralization of declarative knowledge, maximizes in-class communicative opportunity, promotes greater learner engagement in contexts with restricted target-language exposure, and therefore bolsters speaking proficiency. This study contributes novel empirical evidence to ongoing SLA debates on form-focused versus meaning-oriented pre-class preparation, offering actionable pedagogical guidance for optimizing FCM in EFL settings. Implications extend to curriculum design in linguistically constrained environments, underscoring the necessity of pre-class linguistic scaffolding for fostering sustainable speaking competence.</p>

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Enhancing Sustainable Oral Proficiency in Flipped EFL Classrooms: A Mixed-Methods Comparison of Pre-class Explicit Linguistic Scaffolding and Input Immersion

  • 期刊论文

  • 发表日期：

    2026年7月27日

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  • Elaheh Hamed Mahvelati

摘要

Despite widespread advocacy for the flipped classroom model (FCM) in EFL education, critical uncertainties remain regarding the most effective pre-class instructional designs and the durability of resulting gains in oral proficiency. This mixed-methods study addresses these gaps by systematically comparing two theoretically distinct approaches—Explicit Pre-Class Linguistic Scaffolding (FCM-EPCS) and Pre-Class Input Immersion (FCM-PCII)—against Conventional Instruction (CI) among Iranian undergraduate EFL learners. Unique to this research is the integration of both immediate and delayed posttests to evaluate learning retention. Data triangulated from IELTS-aligned speaking tests, systematic classroom observations, raters’ analytical reports, and interviews revealed that the FCM-EPCS condition produced superior and sustained improvements in oral accuracy, fluency, coherence, and communicative confidence, while mitigating negative transfer from the first language and cognitive load. In contrast, the FCM-PCII model generated modest short-term benefits, and the CI method yielded minimal change, with neither maintaining gains over time. Grounded in Skill Acquisition Theory, the findings indicate that explicit pre-class scaffolding, when integrated with graded formative assessment, facilitates the proceduralization of declarative knowledge, maximizes in-class communicative opportunity, promotes greater learner engagement in contexts with restricted target-language exposure, and therefore bolsters speaking proficiency. This study contributes novel empirical evidence to ongoing SLA debates on form-focused versus meaning-oriented pre-class preparation, offering actionable pedagogical guidance for optimizing FCM in EFL settings. Implications extend to curriculum design in linguistically constrained environments, underscoring the necessity of pre-class linguistic scaffolding for fostering sustainable speaking competence.