An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model

Abstract

The present research aimed to seek the effects of flipped classrooms on improving Iranian EFL learners’ listening comprehension. To this aim, 40 intermediate students were chosen based on an Oxford Quick Placement Test (OQPT) and they were assigned to a flipped classroom (experimental group) and at traditional classroom (control group). After running a pretest of listening comprehension, the listening materials were presented to the participants in the flipped classroom through the Internet and computer, while the participants in the control group were deprived of the mentioned facilities. At the end of the treatment which lasted for 10 sessions, 50 minutes each session, a listening comprehension test was administered as posttest. In addition, an interview was administered among the participants in the experimental group. The results revealed significant differences in learning English listening comprehension and critical thinking between both groups in favor of the experimental group. The study recommended the necessity of implementing flipped classroom in teaching and learning English listening comprehension to bring about better outcomes in students’ achievement. Flipped learning requires L2 learners to be autonomous at home and collaborate in class.