Afsaneh Saeedakhtar - Department of Foreign Languages, University of Mohaghegh Ardabili, Ardabil, Iran
Fatemeh Mohseni Niari - Department of Foreign Languages, University of Mohaghegh Ardabili, Ardabil, Iran

The technology boom has given rise to modes of delivery that utilize learning tools such as computers and smartphones. Due to these advents, the flipped classroom approach has become an increasingly popular approach in language teaching. This study sought to evaluate the perceptions of the Iranian learners toward the flipped classroom. On this account, 109 pre- intermediate and intermediate students from three English undergraduate classes volunteered to participate in this study. The classes were randomly divided into two experimental and a control group. The flipped group’ received the flipped method (including podcast) to benefit from podcasts to learn idiomatic expressions. The ‘podcast-only group received the podcast only treatment. Participants of the control group were taught idiomatic expressions traditionally. The results of the questionnaire and the individual interviews employed to elicit qualitative data on the perceptions and attitudes of the participants toward podcasts and the flipped classroom indicated high access rates to technological devices and positive perceptions and attitude changes toward both the use of podcast and the flipped classroom approach for learning idiomatic expressions among the majority of the participants. Moreover, most participants reported high levels of ‘performance expectancy’ (Ho et al., 2010) toward podcasts and the flipped classroom

flipped classroom, idiomatic expressions, MALL, podcast