Maryam Mianji - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Behdokht Mall-Amiri - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran

This study aimed at investigating the effect of flipped learning on EFL learner’s vocabulary achievement and second language learning anxiety. To that end, 60 female students at the ninth grade of Bentolhoda high school in Tehran were selected as intact classes. Being assigned randomly as experimental and control groups, they were checked for their knowledge of the target words to be instructed to them through a researcher-made vocabulary test, and all the words that were not known to them were selected for that purpose. Additionally, the two groups were shown to be homogeneous regarding their learning anxiety prior to the treatment.In the experimental group, the learners practiced vocabulary by flipped classroom technique and the control group was taught through a traditional procedure of vocabulary teaching. Finally, the two groups were compared regarding their vocabulary achievement and learning anxiety after the treatment. The outcome of the posttest analyses revealed that the treatment had a significantly positive effect on the vocabulary achievement of the learners and could decrease their anxiety though not significantly. Additionally, out of survey, this study demonstrated that learners found the treatment interesting and helpful.

Flipped Learning, Vocabulary, Second Language, Learning Anxiety.