The Triad of Instructional Design: Comparing Impacts on EFL Speaking Proficiency and Engagement

Document Type : Research Paper

Authors

1 Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran

2 Department of Foreign Languages, Isf.C., Islamic Azad University, Isfahan, Iran

Abstract

This study employed a concurrent triangulation mixed-methods design to examine the impact of backward design (BD), central design (CD), and forward design (FD) on the speaking proficiency and engagement of 75 intermediate-level Iranian EFL learners, aged 18–21, selected through convenience sampling at Arak University, Iran. Participants attended nine weekly 105-minute sessions over one semester, with intermediate proficiency verified by the Oxford Quick Placement Test. Pre-tests established baseline speaking abilities, and participants were divided into three groups of 25: BD group (BDG), CD group (CDG), and FD group (FDG). Data were gathered using IELTS speaking pre- and post-tests, a student engagement scale (SES), and semi-structured interviews. The BDG focused on defining learning outcomes and using assessments such as observations and recorded speeches to track progress and adjust instruction. The FDG prioritized structured activities targeting specific speaking skills, using formative and summative assessments to evaluate mastery. The CDG adopted a learner-centric approach, incorporating personas, scenarios, and open educational resources to create collaborative, engaging activities emphasizing social context and emotional growth. Post-intervention results revealed CD as the most effective in enhancing speaking proficiency and engagement, followed by BD, with FD being the least effective. These findings underscore CD’s strength in fostering interactive, meaningful learning experiences for Iranian EFL learners. The study suggests that curriculum developers and educators should prioritize learner-centered approaches, such as CD, to improve EFL speaking outcomes and engagement.

Keywords

Main Subjects

References

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Teaching English as a Second Language Quarterly
Volume 45, Issue 1
January 2026
Pages 51-80

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History

  • Receive Date: 18 March 2025
  • Revise Date: 01 August 2025
  • Accept Date: 27 August 2025

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