Flipped classroom model and self-efficacy in an iranian english as a foreign language context: A gender-based study

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Abstract

This study aimed to investigate the impact of the flipped classroom model on students’ self-efficacy and the difference in self-efficacy between males and females using this model. In order to accomplish this, 66 advanced participants were selected from a private English language institute. They were divided into two equal groups, namely experimental (flipped classroom) and control (traditional) group. The students’ self-efficacy was scored before and after the intervention with the Self-Efficacy Survey. The results indicated an increase in their average self-efficacy score with the flipped classroom while the traditional classroom decreased their average score. When the genders were analyzed separately, the males demonstrated a decrease in self-efficacy while the females indicated an increase while utilizing the flipped classroom. In light of these results, some recommendations have been made.

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Namaziandost, E., Tilwani, S. A., Khodayari, S. M., Ziafar, M., Alekasir, S., Gilakjani, A. P., & Sawalmeh, M. H. M. (2020). Flipped classroom model and self-efficacy in an iranian english as a foreign language context: A gender-based study. Journal of University Teaching and Learning Practice, 17(5), 1–14. https://doi.org/10.53761/1.17.5.16

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