Amal Ummi, Wu, C., Vijayaratnam, P., Rajanthran, S. K., Girija, V., & Ravindran, T. (2024). Exploring
Teaching Strategies Used by University Instructors to Enhance Student Engagement in Academic
Subjects. International Journal of Learning, Teaching and Educational Research, 23( 9),
543-559, September 2024https://doi.org/10.26803/ijlter.23.9.27
Abdelshaheed, B. S. (2017). Using Flipped Learning Model in Teaching English Language among Female English Majors in Majmaah University. English Language Teaching, 10(11), 96-110.
Anam, N. (2017). A study of teaching speaking strategies at university level in Indonesia. Language-Edu, 6(3), 1-13. https://doi.org/10.1177/2158244016687988
Azar, A. S., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of mobile assisted language learning (MALL) in L2 listening comprehension. Procedia-Social and Behavioral Sciences, 98, 1836-1843.
Bagherkazemi, M., & Rabi, A. (2024). Effect of Explicit vs. Meaning-Focused Instruction on Implicit and Explicit Knowledge of Lexical Bundles: Focus on Research Articles’ Discussions in Applied Linguistics. Iranian Journal of English for Academic Purposes, 13(3), 18-34. https://dorl.net/dor/20.1001.1.24763187.2024.13.3.2.1
Barjesteh, H., and Isaee, H. (2024). Is technology an asset? Enhancing EFL learners’ vocabulary knowledge and listening comprehension through CALL, International Journal of Research in English Education, 9(1), pp.50-69 [online] https://ijreeonline.com/browse.php?a_id=848andsid=1andslc_lang=fa
Barjesteh, H., Movafaghardestani, E., & Modaberi, A. (2022). COVID-19’s impact on digitalization of education: incorporating visual vocabulary learning application to foster vocabulary knowledge. Asian Education and Development Studies, 11(1), 172-187.
Bell, M. R. (2015). An investigation of the impact of a flipped classroom instructional approach on high school students’ content knowledge and attitudes toward the learning environment (Unpublished master’s thesis). Brigham Young University.
Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71(4), 24-29.
Bonyadi, A. (2025). The Effect of Flipped Instruction on Iranian EFL Learners' Speaking Performance. International Journal of Practical and Pedagogical Issues in English Education, 3(1), 1-16. https://www.ijpie.org/article_216409_6aa19a8e7fe1f96fde84ccaf01f83bc6.pdf
Boskovic, S., & Hecimovic, E. (2025). Literature Through Two Lenses: The Role of Explicit and Implicit Vocabulary Instruction in EFL/ESL Reading Comprehension.
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. https://doi.org/10.1080/09588221.2015.1111910
College Park, MD. Demir, Ç., & Mirzaie, H. (2023). The Effect of Flipped Classroom Technique on Developing English Speaking Skills of EFL learners. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (36), 1392-1403. doi: 10.29000/rumelide.1372487
Decarrico, J. S. (2001). Vocabulary learning and teaching. Teaching English as a second or foreign language, 3, 285-299.
Demir, Ç., & Mirzaie, H. (2023). The Effect of Flipped Classroom Technique on Developing English Speaking Skills of EFL learners. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (36), 1392-1403. doi: 10.29000/rumelide.1372487
Fardin, A., Fatehi Rad, N., & Tajaddini, M. (2022). Flipped learning on reading and grammar achievement at a language institute in Kerman-Iran (2021). Critical Literary Studies, 4(1), 183-199.
Fathi, J., & Rahimi, M. (2022). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer Assisted Language Learning, 35(7), 1668-1706. https://doi.org/10.1080/09588221.2020.1825097
Jiang, S., Zhao, H. (2025). Learning English vocabulary via Instagram or YouTube: Surveying the impacts on motivation, growth, mindfulness, willingness to communicate, and enjoyment from the lens of self-determination theory. Learning and Motivation, 89, 102089, https://doi.org/10.1016/j.lmot.2024.102089.
Hee-Jeong, Y. (2023). A Study of English Dialogue Activity Based on Flipped Learning. The Korean Society of Culture and Convergence, 45(1), 717–731. doi: 10.33645/cnc.2023.01.45.01.717
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Huang, F., Ge, X., Li, Y., & Tang, Z. (2025). Unveiling unwillingness to communicate among EFL learners in flipped learning: an ecological perspective. Innovation in Language Learning and Teaching, 1-15. https://www.tandfonline.com/doi/abs/10.1080/17501229.2025.2458638
Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity
Hiver P, Al-Hoorie AH, Vitta JP, etal. (2024) Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research 28(1): 201–230.
Isaee, H., & Barjesteh, H. (2023a). EFL teachers’ professional development needs: A comparative phenomenological analysis for face-to-face and online instruction. Journal of Studies in Learning and Teaching English, 12(2), 45-56. https://journals.iau.ir/article_705784_5628e1dd65c8fc95c5522f9059873041.pdf
Isaee, H., & Barjesteh, H. (2025b). Screening EFL teachers’ and learners’ perceptions of emergency remote teaching during COVID-19 pandemic: A Comparative Analysis. Hu Arenas 8, 568–599. https://doi.org/10.1007/s42087-023-00353-7
Isaee, H., & Barjesteh, H. (2024). Raising EFL Learners’ Pragmatic Competence via Teaching Compliments: The Case of Explicit vs Implicit Instruction in Focus. Journal of Studies in Learning and Teaching English, 13(2).
Kaivanpanah, S., Akbarian, I. H., & Salimi, H. (2021). The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners' Vocabulary Learning and Retention. Iranian Journal of Language Teaching Research, 9(2), 129-146. https://eric.ed.gov/?id=EJ1304752
Kashef, S. H. , Alavinia, P. & Khabazian, F. (2023). A Case Study of Iranian EFL Learners’ Intensive Speaking Practice to Express Regrets in English Language. International Journal of Practical and Pedagogical Issues in English Education, 1(4), 1-15. https://doi: 10.22034/ijpie.2023.185552
Kazemainy, F., Barjesteh, H., Golagahei, N., & Nasrollahi Mouziraji, A. (2020). Agile Development of a Custom-Made Vocabulary Mobile Application: A Critical Qualitative Approach. Journal of Teaching Language Skills, 38(4), 43-93. DOI: 10.22099/jtls.2020.36293.2780
Kazemainy, F., Barjesteh, H., Golagahei, N., & Nasrollahi Mouziraji, A. (2023). Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development. Teaching English as a Second Language Quarterly, 42(2), 51-81. DOI.ORG/10.22099/TESL.2023.44854.3141
Khatouni, M. R., Riasati, M. J., & Bahjat, F. (2024). Ubiquitous Flipped Instruction and Iranian EFL Learners’ Writing Bolster. Journal of New Trends in English Language Learning (JNTELL), 3(4). http://oiccpress.com/jntell/article/view/8269
Khosravi, R., Dastgoshadeh, A., & Jalilzadeh, K. (2023). Writing metacognitive strategy-based instruction through flipped classroom: An investigation of writing performance, anxiety, and self-efficacy. Smart Learning Environments, 10(1), 48. https://link.springer.com/article/10.1186/s40561-023-00264-8
Korkmaz, Ö., & Karataş, H. (2023). The impact of the flipped classroom model on students’ academic achievement and attitudes towards English language learning: A meta-analysis. Education and Information Technologies, 28(3), 1-23. https://doi.org/10.1007/s10639-023-11234-5
Kristyowati, Dyah, Jordy Satria Widodo, and Resty Widya Kurniasari. (2023). "The effect of the flipped classroom model on improving student speaking." Ranah: Jurnal Kajian Bahasa 12, no. 1: 152-162. doi: 10.26499/rnh.v12i1.5973
Lai, C. L., and Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Comput. Educ. 100, 126–140. doi: 10.1016/j.compedu.2016.05.006
Lee, G., and Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: outcomes and perceptions. TESOL Q. 52, 62–84. doi: 10.1002/tesq.372
Lee, J., and Choi, H. (2019). Rethinking the flipped learning pre-class: its influence on the success of flipped learning and related factors. Br. J. Educ. Technol. 50, 934–945. doi: 10.1111/bjet.12618
Li, M., Zhang, X., & Reynolds, B. L. (2023). Exploring lexical bundles in low proficiency level L2 learners’ English writing: An ETS corpus study. Applied Linguistics Review, 14(4), 847- 873. https://doi.org/10.1515/applirev-2020-0129
Olana, T. (2024). Effects of students’ beliefs about and practices in L1 use on their Oral English growth. J. Sci. Technol. Arts Res. 13, 260–268. doi: 10.20372/star.v13i1.15
Ma, Y., Wei, C., & Huang, F. (2024). A full-flipped classroom mode from the perspective of Junior High School English teachers. Heliyon, 10(2).
Malmir, A., & Yousof, Q. M. (2019). The integration of explicit instruction and implicit meaning-focused experience for L2 vocabulary development: The comparative effect of time sequence. Teaching English as a Second Language (Formerly Journal of Teaching Language Skills), 37(4), 71-108.
Norris, J. M., & Ortega, L. (2001). Does the type of instruction make a difference? Substantive findings from a meta-analytic review. Lang. Learn. 51, 157– 213. Retrieved January 26, 2024 from: https://onlinelibrary.wiley.com/doi/abs/10.1111/j. 1467-1770.2001.tb00017.x
Rachmawati, R. (2022). The implementation of flipped classroom model to improve the EFL undergraduate students’ speaking skills. Alsuna: Journal of Arabic and English Language, 5(2), 114-128. doi: 10.31538/alsuna.v5i2.2735
Rajanthran S.K., Wider W., Wong L.S., Chan C.K., Maidin S.S. (2023). Utilization of high-impact educational practices (HIPS) to engage undergraduates: A preliminary case study. Journal of Curriculum and Teaching, 12(1), pp.27-35.
Rieder, A. (2003). Implicit and explicit learning in incidental vocabulary acquisition. Views, 12(2), 24-39.
Shabani, K., & Jabbari, A. (2023). Differential effects of interaction-embedded vs interaction- reduced modes of fully online flipped instruction on EFL learners’ speaking. Computer Assisted Language Learning, 1-27. doi: 10.1080/09588221.2023.2219280
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Zhang, A., Wang, B., & Li, C. (2023). Exploring the impacts of technology on education. Journal of Educational Research, 45(3), 123-134.
