Flipped Classroom

Along with growing technology, the flipped learning model has emerged as an alternative to conventional teaching methods. The present study attempted to investigate the students' perceptions of a flipped learning classroom experience contrasted with those of a non-flipped or conventional classroom. To this end, 23 Iranian EFL learners were assigned to two groups. During the first ten weeks, non-flipped teaching was applied to class A and flipped learning to class B. After the midterm, during the next ten weeks, the teaching methods were reversed. The students were interviewed in-depth about their impressions of the learning experience. Also, a questionnaire and students' portfolios were used to draw comprehensive conclusions. The qualitative analysis of data revealed four themes: flipped or non-flipped, working with technology, group commitment, and student-teacher relationship. Overall, learners had contrasting views about learning in the flipped classroom. In general, they preferred non-flipped classroom.

Following the recent developments in educational technology-integrated learning, interest in the true implementation of flipped and blended classrooms as innovative approaches has become increasingly popular among language education authorities. This research aimed at comparing flipped, blended, and traditional teaching (T-learning) contexts on Iranian EFL learners’ grammar learning. To this end, 60 intermediate EFL students out of 80, based on their performance in an Oxford Placement Test (OPT), were selected and divided into three groups, including two comparative and one control group, 20 in each. At the beginning of the study, the three groups participated in a pretest to assess their initial ability of grammar knowledge. To integrate technology into their instruction, both comparative groups received the same treatment and materials based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The blended comparative group received instruction in both on-line and T-learning contexts, while the flipped comparative group received instruction in an online context. The control group received instruction in a T-learning context. After the treatment sessions, they participated in a post-test. The findings showed that reading interesting English newspaper articles, both in the blended and flipped classrooms had a statistically significant effect on developing EFL learners' grammar knowledge. The findings of the study may be beneficial for EFL teachers and material developers to reconsider the role of educational technology (Ed Tech) tools to support classroom-based learning.

To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional writing instruction, while the Experimental Group received a flipped writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 writing performance of the experimental group ( F = 22.20, p = 0.000, partial eta squared = 0.35) . Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ writing motivation ( F = 51.67, p = 0.000, partial eta squared = 0.56) . The findings have remarkable implications for L2 writing methodology.  

Regarding problems with traditional models of instruction, EFL learners need to exercise innovative models of learning. For this purpose, flipped classroom instruction may render an effective learning environment. The purpose of this study was to determine how flipped instruction may increase learners’ engagement. Therefore, 100 Iranian EFL intermediate students, selected based on convenience sampling, participated in this study. The students were then randomly assigned to the experimental (n=50) and control group (n=50). Those in the experimental group were instructed by a flipped classroom model for 10 sessions, while the control group participants were instructed on traditional methods. Before and after treatment, all the participants filled out the “Classroom Engagement Inventory” by Wang, Bergin, and Bergin (2014) which served as the pre and post-tests. A repeated measures ANCOVA was conducted to analyze the pre and post-tests of the experimental and control groups. The results indicated that the students' level of engagement in the experimental group increased in comparison to the performance of the students in the control group. Moreover, a semi-structured interview was conducted to find out students' perceptions of this model. Thematic analysis of the interview indicated that the students had positive perceptions of the model; believed that classroom and home activities remarkably increased their engagement; and preferred the role of the teacher in a flipped classroom than in a traditional one. It can be implicated that educators need to focus on the innovative methods of instruction by utilizing different technological tools.     

From the dawn of the third millennium, the utilization of state-of-the-art technology for educational purposes, especially computers and the Internet, has become prevalent across the globe. In this regard, flipping EFL classes appears to be an effective approach to practicing second/foreign languages through computer-assisted language learning (CALL) in order to extend the class time to asynchronous activities outside the class, and make the students more autonomous and actively engaged in the painstaking process of language learning. However, this question merits consideration why many current CALL programs run and taught through flipped learning do not seem to take full advantage of collaborative learning and peer-assessment, specifically taking place in asynchronous channels of communication, namely threaded comment forms and discussion boards. The present study investigates the prospect of realizing social presence as a shared feeling of community among the learners by restructuring and optimizing the existing methods for flipping language classes. Employing a qualitative research based on grounded theory and data triangulation, the researchers recorded, transcribed and analyzed 41 semi-structured group and individual interviews with 44 participants attending an online IELTS preparation course on the first researcher’s website for over one year. Additionally, the same interview questions were posed in an open-ended questionnaire accessible to the participants from the website. The obtained results suggested that learner-centered flipped classes in which asynchronous student-driven content development and out-of-class peer-assessment through commenting and replying are adequately practiced can tremendously increase student interactivity, thereby fulfilling the sense of social presence.

This study embarked on investigating the effectiveness of teaching ESP vocabulary via flipped classroom on improving Iranian students’ vocabulary learning. In addition, the attitudes of ESP learners towards the use of flipped classroom were investigated. In this study, a quantitative procedure was followed to collect and analyze data . In so doing, 60 ESP participants studying English in Payame Noor University were selected non-randomly based on their performance on Oxford quick placement test. All the participants were divided into two equal groups consisting of 30 participants and a pretest was administered. The participants of the experimental group received instruction through flipped classroom. The control group received vocabulary instruction through the conventional method that was popular in the university. A posttest was given to the participants of both groups in order to check the students’ vocabulary learning. To investigate the students’ attitudes towards using flipped classroom, a 10-item questionnaire was distributed among the participants after the treatment phase of the study. The results of one-way MANOVA showed that implementing flipped classrooms has significant effects on Iranian students' vocabulary learning in ESP courses. Furthermore, the participants of the experimental group acknowledged that implementing flipped classrooms has positive effect on their attitude in ESP courses. The findings regarding the effectiveness of flipped classroom and its prospected implications in developing vocabulary learning can pave the way for better communication in an ESP context and community.

A flipped classroom, as one of the participatory learning techniques, is based on group dynamics and social interactions. The present study aimed to investigate the effectiveness of the flipped classroom technique in promoting academic motivation and self-efficacy among high school students. The research method was quasi-experimental with a pre-test and post-test design and a control group. The statistical population included all female high school students in Ahvaz city in the academic year 2019-2020. Using the purposive sampling method, 30 ones were selected and divided into experimental and control groups (n=15 per group). The research instrument included the Academic Motivation Questionnaire and Student Self-Efficacy Scale. The experimental group received the flipped teaching program during eight 90-minute sessions; however, the control group received the traditional teaching method. Analysis of covariance (ANCOVA) was used to analyze the data. The results indicated that there was a significant difference between the flipped and traditional teaching methods in experimental and control groups (p<0.0001). The flipped classroom technique was effective in increasing academic motivation and self-efficacy among students. The study findings indicate that the flipped classroom method can be used to promote academic motivation and self-efficacy and decrease academic failure among students.

This study investigates the effect of Pot-luck Flipped Classroom (PFC), meaning the implementation of pot-luck, as an innovative technique, in a flipped classroom (FC), on the development of translation competence (TC). The advances and developments in science and technology and the need to exchange the newly-developed information, knowledge, and technology highlights the demand to train professional translators, and thus, the development of TC becomes an essential skill of 21st. century. FC learning model and pot-luck innovative teaching technique have proven the enhancement of the effective learning. Therefore, in this study, we combined them as PFC to develop TC via collaboration and active involvement in a learner-centered environment. A total of 57 Translation Studies students, including 27 boys and 30 girls took part in this study. We used a quasi-experimental design with an experimental (PFC) and control group. Data were collected via Translation Competence Acquisition Questionnaire before and after the intervention of PFC. Findings showed a statistically significant difference (significant at 0.05) in all TC components in experimental group after the intervention of PFC. Thus, PFC proved to be efficient. Finally, pedagogical implications are discussed and suggestions for further studies are also provided.

The flipped classroom is one of the new approaches to learning and innovative teaching methods worldwide. Given the conditions created in the Corona pandemic and the production of the initial content of many courses, a practical experience of holding a flipped class is examined. Accordingly, the present analysis aims at assessing perceptions, experiences, quality of participation, learning performance and student satisfaction with in a flipped classroom. 18 students participated from the field of electrical engineering in this case study. The data were analyzed using statistical methods of one-sample t-test, Pearson correlation, regression coefficient, and SPSS software. The results revealed that students' access to information and resources and teachers' support and motivation significantly affected students' satisfaction. Furthermore, access to information and resources and teacher support and motivation significantly affected student-perceived learning outcomes. Finally, supporting students' participation and collaboration with each other in flipped classroom also had a significant effect on their satisfaction and perceived learning outcomes. The knowledge gained by students during the class had a significant impact on students' satisfaction and perceived learning outcomes.

With the improvement of technologies in language learning and teaching, new models and approaches are being proposed to enhance the students’ performance. One of the practical models is Flipped Classroom (FC), which has been attracted by many teachers and researchers, especially in the K-12 education system. This study explored the effect of the online FC approach on the improvement of EFL learners' performance in high schools in Iran with a quasi-experimental design. To run the experimental study, through convenience sampling forty-three high school students were divided into an experimental group and a control group and to evaluate the efficacy of the online FC approach. The comparison of the results of experimental and control groups’ pre-test and post-test scores by an independent samples t-test revealed that incorporating the online FC approach into EFL educational context remarkably improves the EFL students' learning performance. It is significantly applicable for learning a language, especially during the Covid-19 pandemic which majority of the classes have been running online. Additionally, to manage online FC more efficiently, some suggestions are provided for teachers.

Flipped classroom is a learning model where assignments are shifted, and learning happens outside of educational settings. This modern concept fundamentally refers to lesson input being conducted at home by the learner for sharing and applying knowledge. FL approaches have received considerable focus in recently with the power to encourage involvement and cooperative learning. The FC is a technique that flips the conventional education setting. The FC is accordingly appropriate for online or mixed learning. In this research, the effects of FLA on autonomy and EFL skill-learning of EFL learners were examined. The research questions were pertinent to the basic outcomes of the implementation of FC. The results demonstrated that those getting benefit of FC approaches more enthusiastically perused using them compared to those who had not employed them before. The research outcomes indicated contribution of FL on autonomy and EFL skill-learning of the EFL participants in the experiment group. 

Nowadays, the Flipped Classroom (FC) as a new model has become a trend in education especially due to the popularity of online education. Besides, today, social networking has found its way into education so that teachers and learners can use social media as a platform to streamline the educational process. Indeed, social networking has also become a well-known way of teaching that is shifting education while teachers and students work together in class. Furthermore, learners are often provided with new opportunities through social network platforms, and access to new models of communication to interact. Building on self-determination theories, the literature review considers the teachers’ motivation as one of the pivotal concerns about FC and it also puts more emphasis on the role of teachers’ engagement in higher education. Consequently, this review makes an effort to consider both issues, namely teachers’ motivation, and engagement within the process of FC through social networking. Overall, some implications are suggested for language stakeholders in an educational environment to consider the important issues in the process of implementing FC such as various kinds of educational platforms to increase their motivation and engagement.

The current study aims to investigate the impact of the flipped classroom on creativity, accountability, and math anxiety among female elementary students. This quasi-experimental research employed a pretest-posttest control group design. The statistical population for this study encompassed all female elementary students in Isfahan, Iran, during the first semester of the academic year 2021-2022. The convenience sampling method was utilized to select 30 students who were then divided into experimental and control groups (n = 15 per group). The experimental group received 16 online sessions using the flipped classroom approach, while the control group continued with regular educational practices at the same time. The research instruments consisted of the Home–School Accountability Questionnaire, Standard Creativity Scale, and Math Anxiety Scale. Analysis of covariance was employed for inferential analysis. The results revealed that the flipped classroom approach yielded positive effects on creativity (F = 6.15, p < 0.05, η² = 0.18), accountability (F = 6.75, p < 0.05, η² = 0.20), and math anxiety (F = 4.74, p < 0.05, η² = 0.15).

Flipped classrooms refer to teaching approaches that like usual teaching is not done inside the class. It means that before the class students watch videos that the teacher carefully chooses or prepared. The selected videos have to fulfill the required content that advances the abilities of the students in their learning. This study investigates the influence of online flipped classrooms on Iranian EFL high school students’ reading ability. To this aim, the study was done on 50 EFL 12th-grade and pre-intermediate level female students. The students were set into two groups experimental and control. A reading test was run on both groups as the pre-test, at the beginning of the study. Then, after 10 treatment sessions, the post-test was given to both groups. An independent samples t-test was run to compare the means. The outcomes illustrated the significant outperformance of the experimental group over the control group. In addition, to identify the EFL high school students’ attitudes toward the flipped classroom, the students were asked to answer an open-ended question. The results of students’ responses using thematic coding showed that most of the students had optimistic opinions regarding implementing the flipped classroom. Finally, the present study indicated that this model provides an opportunity for students to learn at their own pace and time. Therefore, it has some implications for teachers, students, and institutions which can increase student-teacher interaction in the teaching-learning process.

The aim of this research was to examine the studies conducted on Flipped Classroom from different perspectives in Iran. A total of 30 studies were included in this research. These studies were accessed through various databases and analyzed using content analysis technique. The findings of this research indicated that there has been an increase in the number of studies on Flipped learning in recent years. The majority of these studies are in the form of articles, and the most commonly used research methods and designs were mixed methods and experimental designs. The teaching practices mainly targeted university students, and the studies predominantly employed achievement tests, interviews, and surveys as data collection tools. Out-of-class activities involved the use of videos, presentations, and written documents, while practical activities were conducted in the classroom. The results of the study demonstrated that Flipped classroom had a positive impact on students' academic achievement, motivation, and engagement. Additionally, both teachers and students had a positive attitude toward Flipped learning