Mixed-Methods Analysis of Pre-Class Input-Driven Exposure and Linguistically Focused Instruction in Flipped EFL Speaking Instruction

Abstract

This study compared the efficacy of two flipped classroom models— Linguistically Focused Pre Class Instruction (LFPCI) and Pre-Class Input-Driven Exposure (PCIDE)— versus Traditional Classroom Instruction (TCI) on the speaking proficiency of 73 Iranian EFL learners. A notable contribution of this research was the inclusion of a delayed posttest to assess retention, an aspect neglected in the related literature. Employing a quasi-experimental mixed-methods design, the researcher assessed speaking ability through immediate and delayed posttests, supplemented by qualitative data drawn from classroom observations, rater notes, and focus-group interviews. Quantitatively, the LFPCI group significantly outperformed both other groups on immediate and delayed posttests, demonstrating superior gains and retention. Qualitatively, the LFPCI condition fostered greater engagement, confidence, and accuracy, while reducing native language interference and cognitive demands. Conversely, the other two conditions resulted in lower participation and persistent linguistic challenges. Corroborating Skill Acquisition Theory, these findings underscore the critical role of explicit, linguistically-focused pre-class instruction in achieving durable speaking accuracy in traditional, exposure-limited EFL environments.