Effect of the Flipped Classroom Approach and Language Proficiency on Learner Autonomy and Foreign Language Anxiety

Document Type : Research Paper


Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran


This study aimed to investigate the immediate and long-term effects of the flipped classroom approach and
language proficiency on the autonomy and anxiety of Iranian EFL learners. A total of 94 learners at the
elementary, intermediate, and advanced levels were selected through convenience (availability) sampling
procedure from Payam-e-Nour University and split into the experimental and control groups. The research method
employed was based on a nonequivalent control group pretest-posttest design. Data were analyzed using a
factorial ANCOVA and a sample paired t-test. The results of this study reveal that the flipped classrooms had a
statistically significant impact on the participants' learner autonomy and language anxiety. However, different
language proficiency levels had no statistically significant effect on learner autonomy and language anxiety.
Findings also suggest that the flipped classrooms had a long-lasting impact on language anxiety and learner
autonomy. It is concluded that, in many English language settings, the flipped classroom may be a suitable option
with potentially positive outcomes. The findings of this study have some important implications for syllabus
designers, curriculum planners, and language instructors of foreign languages.


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Volume 10, Issue 41 - Serial Number 41
تابستان 1401
July 2022
Pages 77-88
  • Receive Date: 08 February 2022
  • Revise Date: 10 April 2022
  • Accept Date: 19 June 2022
  • First Publish Date: 19 June 2022