The Flip Side of Language Learning: Student Perceptions and Achievement in Iranian EFL Classrooms

Document Type : Original Article

Authors

1 English Dep, Imam Reza International University, Mashhad, Iran

2 Imam Reza Language Institute, Razavi Cultural Foundation, Mashhad, Iran

3 Imam Reza International University, Mashhad, Iran

10.22077/ali.2025.9168.1125

Abstract

In the postmodernism era, considering the new technological facilities, researchers are trying to improve the traditional learning process by presenting some new learning models. One of these models, called blended learning, tries to present special ways and solutions to blend synchronous and asynchronous learning. The flipped classroom, subcategorized in this model, reverses the traditional classroom formats. This study investigates the role of this model in EFL learners’ perceptions of class activities and their language achievement. In doing so, two classes in a high school, 10th grade, were selected as the participants. In the experimental group, the flipped learning approach was implemented through the creative software, developed by the researchers. The software was designed based on the book that students were supposed to study that semester. The software framework was Storyline which is a suitable software for creating interactive courses. Learners’ perceptions were also measured by using the translated version of the 'Students Perceptions of Classroom Activities' scale. The results revealed that the flipped learning approach could account for over 70 percent of Choice perception, about 50 percent for Challenge, and 10 percent for Joy perception. The results also demonstrated significant impact of flipped learning on language achievement. The results of this study would help instructors and practitioners to use technology in their teaching program and be optimistic about its amazing results in their learners’ outcomes.

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Applied Linguistics Inquiry
Volume 3, Issue 2
September 2025
Pages 37-55

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History

  • Receive Date: 28 March 2025
  • Revise Date: 06 June 2025
  • Accept Date: 09 July 2025

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