The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy

IntroductionThis study attempted to investigate the impact of flipped teaching (FT) on EFL (English Foreign Language) students’ academic resilience (AR), self-directed learning (SDL), and learners’ autonomy (LA).MethodTo do this, the researcher selected 354 participants by the two-stage cluster samp...

Full description

Bibliographic Details
Main Author: Siros Izadpanah
Format: Article
Language:English
Published: Frontiers Media S.A. 2022-12-01
Series:Frontiers in Psychology
Subjects:
Online Access:https://www.frontiersin.org/articles/10.3389/fpsyg.2022.981844/full
_version_ 1811206246602113024
author Siros Izadpanah
author_facet Siros Izadpanah
author_sort Siros Izadpanah
collection DOAJ
description IntroductionThis study attempted to investigate the impact of flipped teaching (FT) on EFL (English Foreign Language) students’ academic resilience (AR), self-directed learning (SDL), and learners’ autonomy (LA).MethodTo do this, the researcher selected 354 participants by the two-stage cluster sampling method. This research was quasi-experimental based on the pretest, and post-test, with experimental and control groups. Three questionnaires were administered to collect data. The questionnaires were analyzed using SPSS 24 software and inferred analysis of covariance (ANCOVA).ResultsThe covariance study showed that FT significantly affected AR, SDL, and LA in learning with the help of the pre-test covariate variable (p<00.5). Also, the mean scores of students in the pre-test and post-test in the experimental group were significantly different. The mean scores of EFL students’ AR, SDL, and LA were higher through FT. It is suggested that school principals provide the ground for teachers’ participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including FT in the classroom.DiscussionThe study results showed that the mean AR of students in the experimental group’s post-test compared to the pre-test in both groups has significantly increased. The research findings indicate a positive effect of the flipped class on the levels of SDL. Based on the results, the flipped lesson class approach significantly affected the LA of English language learners as a foreign language. The findings of this study confirm previous relevant studies on the impact of flipped course classes on the LA of English language learners as a foreign language.
first_indexed 2024-04-12T03:44:38Z
format Article
id doaj.art-9b955978e92f48e18c68a7020a05a60f
institution Directory Open Access Journal
issn 1664-1078
language English
last_indexed 2024-04-12T03:44:38Z
publishDate 2022-12-01
publisher Frontiers Media S.A.
record_format Article
series Frontiers in Psychology
spelling doaj.art-9b955978e92f48e18c68a7020a05a60f2022-12-22T03:49:11ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-12-011310.3389/fpsyg.2022.981844981844The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomySiros IzadpanahIntroductionThis study attempted to investigate the impact of flipped teaching (FT) on EFL (English Foreign Language) students’ academic resilience (AR), self-directed learning (SDL), and learners’ autonomy (LA).MethodTo do this, the researcher selected 354 participants by the two-stage cluster sampling method. This research was quasi-experimental based on the pretest, and post-test, with experimental and control groups. Three questionnaires were administered to collect data. The questionnaires were analyzed using SPSS 24 software and inferred analysis of covariance (ANCOVA).ResultsThe covariance study showed that FT significantly affected AR, SDL, and LA in learning with the help of the pre-test covariate variable (p<00.5). Also, the mean scores of students in the pre-test and post-test in the experimental group were significantly different. The mean scores of EFL students’ AR, SDL, and LA were higher through FT. It is suggested that school principals provide the ground for teachers’ participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including FT in the classroom.DiscussionThe study results showed that the mean AR of students in the experimental group’s post-test compared to the pre-test in both groups has significantly increased. The research findings indicate a positive effect of the flipped class on the levels of SDL. Based on the results, the flipped lesson class approach significantly affected the LA of English language learners as a foreign language. The findings of this study confirm previous relevant studies on the impact of flipped course classes on the LA of English language learners as a foreign language.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.981844/fullacademic resilienceautonomyflipped learningflipped teachingselfdirected learning
spellingShingle Siros Izadpanah
The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy
Frontiers in Psychology
academic resilience
autonomy
flipped learning
flipped teaching
selfdirected learning
title The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy
title_full The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy
title_fullStr The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy
title_full_unstemmed The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy
title_short The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy
title_sort impact of flipped teaching on efl students academic resilience self directed learning and learners autonomy
topic academic resilience
autonomy
flipped learning
flipped teaching
selfdirected learning
url https://www.frontiersin.org/articles/10.3389/fpsyg.2022.981844/full
work_keys_str_mv AT sirosizadpanah theimpactofflippedteachingoneflstudentsacademicresilienceselfdirectedlearningandlearnersautonomy
AT sirosizadpanah impactofflippedteachingoneflstudentsacademicresilienceselfdirectedlearningandlearnersautonomy