Hamid Parvaneh - Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran
Masoud Zoghi - Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran
Nader Asadi - Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran

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 ۹۴ 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.       

Flipped classroom approach, learner autonomy, language anxiety, language proficiency levels