On the effect of using a flipped classroom methodology on Iranian EFL learners’ willingness to communicate

Abstract

This study employed a mixed method design to study the effect of a flipped classroom strategy on Iranian EFL learners’ willingness to communicate (WTC). Two EFL classes (N = 20 for each class) were assigned to experimental and control groups. The flipped classroom was taught via flipped classroom strategy while the control group received conventional English teaching. The groups were tested for their WTC before and after the intervention. Also, interviews were conducted with the participants of the both groups. The results indicated that flipped classroom strategy significantly influenced learners’ WTC by making language learning enjoyable, increasing motivation, and decreasing language anxiety. The implications of the study for researchers and language teachers are presented.