The Effect of Flipping Classroom Instruction on Iranian EFL Learners’ Achievement and Motivation

Document Type : Original Article

Author

Assistant Professor, Department of English Language Teaching, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

Abstract

The Flipping Classroom is an instructional strategy that can provide educators with a way of minimizing the amount of direct instruction in their teaching practice while maximizing one-to-one interaction. The study’s primary purpose was to investigate whether flipping classrooms for Iranian pre-intermediate Teaching English as a Foreign Language TEFL learners is an effective tool for fostering their achievement in language skills. Moreover, the study attempted to compare language learners` motivation using a flipped classroom and the traditional approach to teaching English. The number of participants in this experimental study was fifty female pre-intermediate EFL learners assigned to an experimental and a control group. Each group included twenty-five learners. The experimental group received a flipped approach as a treatment, while the control group, as a traditional group, received no treatment.  A pre-test and post-test design was used. The test scores were computed on SPSS.   The motivation of flipped classroom students increased, too. Then, it can be claimed that the achievement of the learners` performance is attributable to the flipped teaching method. There is a need for further studies with a population of male learners to investigate the flipped classroom with learners of different grade levels in different aspects of language skills.

Keywords

Technology Assisted Language Education
Volume 1, Issue 1
March 2023
Pages 73-92

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