Flipped Classroom Approach: Its Effect on Learner Autonomy and Language Anxiety of Iranian EFL Learners

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Rahbar Samira; SAEIDI MAHNAZ; AHANGARI SAEIDEH

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Journal: FOREIGN LANGUAGE RESEARCH JOURNAL (PAZHUHESH-E ZABANHA-YE KHAREJI) Year:2020 | Volume:10 | Issue:2 Page(s): 330-347

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Information Journal Paper

Title

Flipped Classroom Approach: Its Effect on Learner Autonomy and Language Anxiety of Iranian EFL Learners

Author(s)

Rahbar Samira | SAEIDI MAHNAZ | AHANGARI SAEIDEH | Issue Writer Certificate

Keywords

Flipped Classroom ApproachQ1

Flipped LearningQ1

Flipped TeachingQ1

Learner AutonomyQ1

Language AnxietyQ1

Abstract

This study was an attempt to investigate the impact of the Flipped Classroom Approach on Iranian EFL learners' autonomy and anxiety. To this end, 29 students were selected from Roudsar center, Gilan Payam-e-Nour University, Iran and divided into the control and experimental groups. They were asked to fill in two questionnaires, namely the English versions of the Zhang and Li's Learner Autonomy Questionnaire, and Foreign Language Classroom Anxiety Scale. The research method employed in this research was a quasi-experimental study with a pretest and posttest with a control group. Data were analyzed using ANCOVA. The results of this study revealed that the flipped classroom had a significant effect on the improvement of Learner Autonomy and it also showed that flipped classrooms had a significant effect on suppressing Language Anxiety. The findings of this study carry important implications for foreign language syllabus designers, curriculum planners, and language instructors.

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APA: Copy

Rahbar, Samira, SAEIDI, MAHNAZ, & AHANGARI, SAEIDEH. (2020). Flipped Classroom Approach: Its Effect on Learner Autonomy and Language Anxiety of Iranian EFL Learners. FOREIGN LANGUAGE RESEARCH JOURNAL (PAZHUHESH-E ZABANHA-YE KHAREJI), 10(2 ), 330-347. SID. https://sid.ir/paper/386304/en

Vancouver: Copy

Rahbar Samira, SAEIDI MAHNAZ, AHANGARI SAEIDEH. Flipped Classroom Approach: Its Effect on Learner Autonomy and Language Anxiety of Iranian EFL Learners. FOREIGN LANGUAGE RESEARCH JOURNAL (PAZHUHESH-E ZABANHA-YE KHAREJI)[Internet]. 2020;10(2 ):330-347. Available from: https://sid.ir/paper/386304/en

IEEE: Copy

Samira Rahbar, MAHNAZ SAEIDI, and SAEIDEH AHANGARI, “Flipped Classroom Approach: Its Effect on Learner Autonomy and Language Anxiety of Iranian EFL Learners,” FOREIGN LANGUAGE RESEARCH JOURNAL (PAZHUHESH-E ZABANHA-YE KHAREJI), vol. 10, no. 2 , pp. 330–347, 2020, [Online]. Available: https://sid.ir/paper/386304/en

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