Effect of the Flipped Classroom Approach and Language Proficiency on Learner Autonomy and Foreign Language Anxiety

الموضوعات :

Hamid Parvaneh ¹ (Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran)
Masoud Zoghi ² (Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran)
Nader Asadi ³ (Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran)

تاريخ الإرسال : 07 الثلاثاء , رجب, 1443 تاريخ التأكيد : 20 الأحد , ذو القعدة, 1443 تاريخ الإصدار : 02 الأربعاء , ذو القعدة, 1443

الکلمات المفتاحية: learner autonomy, Flipped classroom approach, language anxiety, language proficiency levels,

ملخص المقالة :

This study aimed to investigate the immediate and long-term effects of the flipped classroom approach andlanguage proficiency on the autonomy and anxiety of Iranian EFL learners. A total of 94 learners at theelementary, intermediate, and advanced levels were selected through convenience (availability) samplingprocedure from Payam-e-Nour University and split into the experimental and control groups. The research methodemployed was based on a nonequivalent control group pretest-posttest design. Data were analyzed using afactorial ANCOVA and a sample paired t-test. The results of this study reveal that the flipped classrooms had astatistically significant impact on the participants' learner autonomy and language anxiety. However, differentlanguage proficiency levels had no statistically significant effect on learner autonomy and language anxiety.Findings also suggest that the flipped classrooms had a long-lasting impact on language anxiety and learnerautonomy. It is concluded that, in many English language settings, the flipped classroom may be a suitable optionwith potentially positive outcomes. The findings of this study have some important implications for syllabusdesigners, curriculum planners, and language instructors of foreign languages.

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