The impact of flipped learning on learners’ foreign language anxiety

Flipped learning has become a popular approach in different educational fields, including foreign language learning. The present study investigated the impact of teaching vocabularies via flipped classrooms on the Iranian EFL learners’ foreign language anxiety (FLA). A total ۹۰ pre-intermediate Iranian EFL learners participated in this study. One class was randomly assigned to the flipped group as experimental one (N= ۴۵) and the other was non-flipped as control group (N=۴۵). The anxiety of learners determined by Foreign Language Classroom Anxiety Scale (FLCAS) before and after the treatment in flipped and non-flipped groups comparatively. The results of this study showed a significant reduce in FLA levels in the flipped group. However, there was no significant change in non-flipped group.

Keywords:

Pre-intermediate learners , flipped learning , foreign language anxiety.