Investigating the Impact of Flipped Teaching on Language Proficiency and Self-efficacy of Iranian Intermediate EFL Learners

Document Type : Original Article

Authors

1 MA in Applied Linguistics, Islamic Azad University, Eslamabad-e Gharb Branch

2 Assistant Professor, Islamic Azad University, Eslamabad-e Gharb Branch, Iran.

Abstract

This study examines the impact of Flipped teaching on language proficiency and Self-efficacy of Iranian Intermediate EFL Learners. The study uses a quantitative quasi-experimental method employing both experimental approaches and analyses of quantitative data. The data were gathered by comparing scores obtained from participants in two groups. A pre-test and post-test equivalent group design, one of the quasi-experimental research design sub-branches, was used to collect data from several 60 EFL learners from a language institute in Scrabble, Iran. Thirty participants were male, and 30 others were female. A Quick Oxford Placement Test (QOPT) was distributed among this number of learners, and based on their scores 60 EFL learners whose level of proficiency was pre-intermediate were chosen. The participants were randomly assigned to experimental and control groups, with 30 in each group. The QOPT was administered to both classes to exclude students not at the pre-intermediate level. The results of the first part of the study demonstrated a significant difference between the general proficiency of the participants in the two groups when they were exposed to the flipped teaching method. In addition, it was found that flipped instruction significantly influences Iranian pre-intermediate level EFL learners’ academic self-efficacy. The outcomes uncovered that the students in the experimental group performed better than those of the students in the control group.

Keywords

Technology Assisted Language Education
Volume 1, Issue 1
June 2023
Pages 95-116

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