The Effect of Flipped Classroom Approach on Iranian EFL Learners’ Perceptions and Improvement

Flipped learning and teaching is a new approach which changes the role of the teacher and the student. In other words, the students do most of the learning at home, through watching videos made by the teacher, and practice the skills and do homework in class where the teacher is present. Hence, this study aimed to explore individual perceptions towards flipped learning and their overall improvement in the Iranian context. The participants in the experimental groups were 61 freshmen undergraduate students, taking an English for Specific Purposes course through flipped instruction whereas the control group (N= 21) received traditional instruction without the use of technology. This study followed a mixed-method design, adopting both qualitative and quantitative methods. As for the qualitative data, a questionnaire and an interview were used to collect data to identify the perception of the participants towards flipped learning. As for the quantitative data, pre-test/post-test scores were used to identify any significant difference in the performance of the students in the flipped classrooms in comparison to traditional classrooms. The results revealed that flipped instruction had a positive impact on the participants’ attitude and motivation towards learning English. Implications for further study are provided in the article

Keywords:

English , ESP , Flipped learning , Reading comprehension , Telegram