Flipped Classroom Model and Its Impact on Iranian EFL Learners' Classroom Anxiety and Listening Performance

Abstract

The main aim of this paper is to examine the impact of the flipped classroom model (FCM) on Iranian EFL learners' classroom anxiety and listening performance. Therefore, 68 Iranian EFL learners based on their scores on an Oxford Placement Test (OPT) were selected and randomly assigned to an experimental (flipped group) and a control group each including 34 participants. Before starting the treatment, both groups were pretested by a classroom anxiety measure and the listening part of a preliminary English test (PET). The experimental group received the instructional materials and video podcasts through WhatsApp messenger and was asked to study the materials related to the target instruction before attending the class. The control group received the audio files once or twice in the classroom. The last stage was the administration of the classroom anxiety scale and the listening part of the PET to both groups as the posttests. The results of data analysis showed no significant variation between the two groups regarding their anxiety scores. The comparison of the listening scores showed that the experimental group gained higher scores on the listening performance test; it means that the FCM could improve Iranian EFL learners' listening performance.