Enhancing EFL Learning Outcomes: Implementing the Flipped Classroom Approach in the Iranian Context

The traditional teacher-centered approach to English as a Foreign Language (EFL) instruction in Iran faces challenges in fostering engagement and effective learning outcomes. The flipped classroom method, a learner-centered approach, offers potential advantages for EFL instruction. The study aims to assess the efficacy of the flipped classroom approach in enhancing EFL learning outcomes among Iranian undergraduate students. Participants included ۱۲۰ undergraduate EFL learners from an institute in Isfahan. The students were randomly assigned to experimental and control groups. The experimental group received instruction through the flipped classroom method, while the control group received traditional classroom instruction. Pre- and post-tests were administered to assess the participants' English Language reading comprehension, grammar, and vocabulary knowledge. Data were analyzed using paired samples t-test. The experimental group demonstrated significantly higher scores on the post-test compared to the control group. So implementing the flipped classroom method in Iranian EFL classrooms has the potential to improve learning outcomes and motivate students. Future research would explore the effectiveness of this approach in diverse cultural contexts and instructional settings.

Keywords:

English as a Foreign Language (EFL) , Flipped Classroom Method , Traditional Teacher-Centered Approach , Reading Comprehension Ability in English , English Grammar , English Vocabulary