摘要：This study sought to probe the effect of two non-conventional instructions namely
Flipped Classroom Model (FCM) vs. Unplugged Classroom Model (UCM) on
Iranian EFL learners' oral proficiency. Therefore, 90 upper-intermediates were
randomly assigned to two experimental groups and one control group (30 each).
The FCM and UCM participants were equipped with WhatsApp online platform
and conversation-driven, emergent-based instructions respectively. Their
counterparts in control group received textbook instruction. After four weeks of
instruction, learners' performances were evaluated using a mixed method design
with interviews and paper-based exams' posttests besides the Community of
Inquiry (CoI) questionnaire and the instructor's observations for the nonconventional
classrooms. The results indicated that both FCM and UCM
instructions were successfully implemented for promoting learners' oral
proficiency. However, learners reported divergent perspectives that may help the
EFL teachers to develop FCM and UCM not only for enhancing oral proficiency
but also for expanding learners' problem-solving techniques.
关键词：flipped classroom model; unplugged classroom model; community of
inquiry; oral proficiency; non;conventional instruction
