پریسا اعتمادفر

This study aimed to examine the impact of flipped classroom (FC) integrated with Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated learning (SRL) strategies in writing. To this end, 60 intermediate college students, who were homogenized by a placement test, were selected and randomly divided into experimental and control groups. The treatment for the experimental group (flipped classroom integrated with MOOCs), took place in three phases, namely before class, in class, and after class. Before class, the materials and sources were delivered via Moodle application, a MOOC-based educational program. In class, the students participated in group discussions and an interactive feedback session. After class, they received online support. The participants in the control group attended the traditional face-to-face writing course, without the use of any technology-based instruments. They underwent only two phases: in-class and after-class activities. Before the treatment, an SRL strategies questionnaire was administered to all the participants. The same questionnaire was again administered to them at the end of the treatment. The results of ANOVA revealed that flipped classroom integrated with MOOCs had a statistically significant positive effect on the experimental group’s overall use of SRL strategies. Similarly, the method, performance, and social environment SRL dimensions improved significantly in the experimental group. Flipped classroom integrated with MOOCs may provide valuable insights for EFL contexts, particularly by encouraging self-regulated learning and reducing teacher workload, which can support the development of academic writing skills.

Interpersonal metadiscourse is considered as a significant mean of smoothing communication between the speaker/writer and listener/reader. The present study intends to explore the concept and type of interpersonal metadiscourse markers employed by Donald Trump’s campaign speeches as a persuasive strategy. Descriptive qualitative research design is used in the present study. Dafouz’s (2008) classification of interpersonal metadiscourse markers was employed to analyze the gathered data. The results revealed that Trump made use of all categories of interpersonal metadiscourse markers namely hedges, certainty markers, attributors, attitude markers, and commentaries, in his campaign speeches. The frequency of attitude markers and commentaries was more than other types of metadiscourse markers in Trump’s campaign speech, which demonstrates that he attempted to persuade the public to vote for him through making an emotional link.