The Impact of Using Flipped Classrooms on Iranian EFL Learners' Autonomy and Their Attitude Toward Learning English
الموضوعات : Journal of Applied Linguistics Studies
Seyed Ali Hosseini
1
,
Payman Rajabi
2
,
Keivan Mahmoodi
3
1 - English Language Department, Islamic Azad University, Malayer Branch, Malayer, Iran
2 - English Language Department, Islamic Azad University, Malayer Branch, Malayer, Iran
3 - English Language Department, Islamic Azad University, Malayer Branch, Malayer, Iran
الکلمات المفتاحية: Attitude, Autonomy, Engagement, Cooperative learning, language learning,
ملخص المقالة :
Flipped instruction is one of the most important discussions in education. This study aimed to find the effectiveness of using flipped classrooms on learners' attitudes toward learning English and their autonomy. To this end, 68 EFL learners were selected based on their scores on the Oxford Placement Test (OPT). The participants were randomly divided into one experimental and one control group. Before the treatment, both groups were pretested by the administration of the learners' attitudes and learner autonomy questionnaires. The participants in the experimental group received the instructional materials through WhatsApp messenger and were asked to study the materials before attending the class. The control group received the materials in the classroom. At the end of the experiment, the two questionnaires were given to both groups once more as the posttests. The findings revealed the effectiveness of the flipped classroom in improving learner autonomy and enabling them to be more autonomous. The results also showed the experimental group's positive attitudes toward English language learning.
