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A Comparative Study on the Impact of Backward, Central, and Forward Design on the Speaking Proficiency and Engagement of Iranian EFL Learners | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 05 شهریور 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2025.52744.3393 | ||
| نویسندگان | ||
| Hamed Badpa* 1؛ Leila Alinouri2 | ||
| 1Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran | ||
| 2Department of Foreign Languages, Isf.C., Islamic Azad University, Isfahan, Iran | ||
| چکیده | ||
| This study utilized a concurrent triangulation mixed-methods approach to examine the impact of backward design (BD), central design (CD), and forward design (FD) on the speaking proficiency and engagement of 75 intermediate-level Iranian EFL learners, aged 18–21, selected through convenience sampling from Arak University, Iran. Participants attended nine weekly 105-minute sessions over one semester, with intermediate proficiency verified by the Oxford Quick Placement Test. Pre-tests established baseline speaking abilities, and participants were divided into three groups of 25: BD group (BDG), CD group (CDG), and FD group (FDG). Data were gathered using IELTS speaking pre- and post-tests, a student engagement scale (SES), and semi-structured interviews. The BDG focused on defining learning outcomes, employing assessments like observations and recorded speeches to track progress and adjust instruction. The FDG prioritized structured activities targeting specific speaking skills, using formative and summative assessments to evaluate mastery. The CDG adopted a learner-centric approach, incorporating personas, scenarios, and open educational resources to create collaborative, engaging activities emphasizing social context and emotional growth. Post-intervention results revealed CD as the most effective in enhancing speaking proficiency and engagement, followed by BD, with FD being the least effective. These findings underscore CD’s strength in fostering interactive, meaningful learning experiences for Iranian EFL learners. The study suggests that curriculum developers and educators prioritize learner-centered approaches like CD to improve EFL speaking outcomes and engagement. | ||
| کلیدواژهها | ||
| Backward Design؛ Central Design؛ Engagement؛ Forward Design؛ Speaking Ability | ||
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آمار تعداد مشاهده مقاله: 9 |
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