A Comparative Study on the Impact of Backward, Central, and Forward Design on the Speaking Proficiency and Engagement of Iranian EFL Learners

Articles in Press

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 utilized a concurrent triangulation mixed-methods approach 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 from 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, employing assessments like 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 prioritize learner-centered approaches like CD to improve EFL speaking outcomes and engagement.

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Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Articles in Press, Accepted Manuscript
Available Online from 27 August 2025

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History

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

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