Unraveling the Usefulness of Flipped Instruction from the Lenz of Positive Psychology: Echoing Iranian EFL Teachers' Self-efficacy Beliefs

Abstract

The quality of learning outcomes in language learning has improved due to the rapid development of technologies. In the last decade, technologies have provided innovative learning models, such as flipped instruction in language learning. On the other hand, to prosper and meet the inevitable challenges and educational inequities, teachers require a sense of self-efficacy emphasized by positive psychology. The present study aimed to determine flipped instruction's impact on Iranian EFL teachers' self-efficacy. To achieve this goal, 62 teachers were selected by purposive sampling from different high schools in Tabriz and were assigned to the control (N=32) and the experimental groups (N =30). The experimental group followed the principles of flipped instruction, while the control group used the traditional approach in their classes. Two instruments were employed to gather the required data. Tschannen-Moran and Hoy's (2001) questionnaire on teachers' self-efficacy was used as a pretest and posttest, as well as a semi-structured interview. The analysis of data depicted that flipped instruction can exert an influence on mentioned teachers' self-efficacy. The results of the current study have some pedagogical implications for in-service and pre-service teacher training, curriculum and material development, and also computer-assisted language learning to be aware of flipped instruction processes and their benefits to students in comparison with traditional models of teaching where the students' role is passive, and teachers are lecturers.