ERIC Number: EJ1429517
Record Type: Journal
Publication Date: 2024-Jul
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0090-6905
EISSN: EISSN-1753-6555
Analyzing the Influence of Ambiguity Tolerance on Grammar Acquisition in EFL Learners across Face-to-Face, Blended, and Flipped Learning Environments
Journal of Psycholinguistic Research, v53 Article 57 2024
In the realm of language education, the influence of learners' personality traits on their educational outcomes within novel instructional frameworks has gained prominence, prompting an exploration into the effects of ambiguity tolerance on grammar acquisition among English as a Foreign Language (EFL) students. This study investigates the impact of learners' personality traits on their learning outcomes in innovative instructional models, such as flipped and blended classes. A sample of 120 EFL students was divided into four comparative groups and two control groups based on their proficiency and ambiguity tolerance (AT) scores. The study utilized a Learning Management System (LMS) to deliver instruction to the different groups. The blended group received a combination of online and face-to-face instruction, while the flipped group received online instruction using the flipped approach. The control group received only face-to-face instruction. After a semester of instruction, a posttest on grammar learning was administered. The findings showed that the blended group performed better than the flipped and face-to-face groups in terms of grammar learning. The study also found no significant differences in grammar learning between high AT and low AT participants in the flipped and blended classes. However, high AT students in the face-to-face class demonstrated higher levels of success in grammar learning compared to low AT students.
Descriptors: English Language Learners, English (Second Language), Grammar, Learning, Ambiguity (Context), In Person Learning, Blended Learning, Flipped Classroom, Personality Traits, Control Groups, Student Attitudes
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A