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

Document Type : Original Article

Authors

1 M.A. in Applied Linguistics, English Department, Faculty of Human Sciences, Imam Reza International University, Mashhad, Iran

2 Ph.D. in Applied Linguistics, Department of English Language and Literature, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Iran

3 Associate Professor of Applied Linguistics, Department of English, Faculty of Human Sciences, Imam Reza International University, Mashhad, Iran

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.

Keywords

References

Alibeigloo, H., Ahmadi, H., & AzizMalayeri, F. (2021). The effect of flipped classroom on Iranian EFL learners' speech act production: Does flip type make a difference? Iranian Evolutionary Educational Psychology Journal, 3(2), 118-137. https://doi.org/10.52547/ieepj.3.2.118
Alzahrani, S. A., & Alqurashi, H. S. (2023). Using the flipped classroom model to improve Saudi EFL learners' English pronunciation. Linguistics and Culture Review, 7(S1), 51-71. https://doi.org/10.21744/lingcure.v7ns1.2260
Ay, K., & Dağhan, G. (2023). The effect of the flipped learning approach designed with community of inquiry model to the development of students’ critical thinking strategies and social, teaching and cognitive presences. Education and Information Technologies, 28(11), 1-33. https://doi.org/10.1007/s10639-023-11809-2
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37. https://doi.org/10.17718/tojde.72185
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. https://books.google.com/books/about/Flip_Your_Classroom.html?id=nBi2pwAACAAJ
Bhagat, K. K., Chang, C.-N., & Chang, C.-Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134-142. https://www.jstor.org/stable/jeductechsoci.19.3.134
Bicen, H., & Beheshti, M. (2022). Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments, 30(3), 498-526. https://doi.org/10.1080/10494820.2019.1666285
Cabi, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 203-221. http://dx.doi.org/10.19173/irrodl.v19i3.3482
Chao, C.-Y. Y. C. Y., Chen, Y.-T. Y. T., & Chuang, K.-Y. K. Y. (2015). Exploring students’ learning attitude and achievement in flipped learning supported computer-aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514–526. http://dx.doi.org/10.1002/cae.21622
Chen, M. M. (2018). Students’ perceptions of the educational usage of a Facebook group. Journal of Teaching in Travel & Tourism, 18(4), 332-348. http://dx.doi.org/10.1080/15313220.2018.1434448
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. http://dx.doi.org/10.1080/09588221.2015.1111910
Chval, K. B., & Davis, J. A. (2008). The gifted student. National Council of Teachers of Mathematics, 14(5), 267-274. http://dx.doi.org/10.5951/MTMS.14.5.0267
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91–115. http://dx.doi.org/10.9743/JEO.2015.1.5
Dariyemez, T. (2023). Teaching speaking skills through flipped classroom model: EFL students' autonomy, willingness to communicate, and anxiety. i-Manager's Journal on English Language Teaching, 13(2), 35. http://dx.doi.org/10.26634/jelt.13.2.19444
Doman, E., & Webb, M. (2017). The flipped experience for Chinese university students studying English as a Foreign Language. TESOL Journal, 8(1), 102–141. https://doi.org/10.1002/tesj.264
Etemadfar, P., Soozandehfar, S. M. A., & Namaziandost, E. (2020). An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education, 7(1), 1835150. http://dx.doi.org/10.1080/2331186X.2020.1835150
Fardin, A., Fatehi Rad, N., & Tajaddini, M. (2022). Flipped learning on reading and grammar achievement at a language institute in Kerman -Iran. Critical Literary Studies, 4(1), 183 -199. https://www.doi.org/10.34785/J014.2022.658
Fisher, R., Tran, Q., & Verezub, E. (2024). Teaching English as a foreign language in higher education using flipped learning/flipped classrooms: A literature review. Innovation in Language Learning and Teaching, 18(4), 332–351. https://doi.org/10.1080/17501229.2024.2302984
Fitriah, L., Mujiono, M., & Weganofa, R. (2025). The effect of flipped classroom on EFL learners’ competence with different learning styles: A meta-analysis. Journal of English Language Teaching and Linguistics, 10(1), 27-42. http://dx.doi.org/10.21462/jeltl.vxxixx.xx
Gandomkar, F., Ghanizadeh, A., Jahedizadeh, S., & Hosseinion, K. (2025). Implementing mobile portfolio application in EFL classes: Efficiency for fostering reflective thinking, directed motivational currents (DMCs), and cognitive learning. Journal of Modern Research in English Language Studies, 12(3), 75-100. https://doi.org/10.30479/jmrels.2024.21086.2439
Gasparic, R. P., Glavan, M., Mihelič, M. Ž., & Zuljan, M. V. (2024). Effectiveness of flipped learning and teaching: Knowledge retention and students’ perceptions. Journal of Information Technology Education: Research, 23(1), 1-25. https://doi.org/10.28945/5237
Gentry, M., & Gable, R. K. (2001). My class activities: A survey instrument to assess students' perceptions of interest, challenge, choice and enjoyment in their classrooms. (Instrument). Mansfield Center, CT: Creative Learning Press. https://www.researchgate.net/publication/266374698_My_class_activities_A_survey_instrument_to_assess_students'_perceptions_of_interest_challenge_choice_and_enjoyment_in_their_classrooms
Gentry, M., Gable, R. K., & Rizza, M. G. (2002). Students’ perceptions of classrooms activities: Are there grade level and gender differences? Journal of Educational Psychology, 94, 539-544. https://psycnet.apa.org/doi/10.1037/0022-0663.94.3.539
Ghanizadeh, A., & Jahedizadeh, S. (2015). An exploration of EFL learners’ perceptions of classroom activities and their achievement goal orientations. International Journal of Research Studies in Education, 4(3), 33-45. http://dx.doi.org/10.5861/ijrse.2015.1032
Ghanizadeh, A. & Jahedizadeh, S. (2025). Determining the psychometric properties of the
Persian version of self-critical rumination among Iranian EFL students and examining its relationship with mindfulness. Teaching English Language, 19(1), 267-293. https://doi.org/10.22132/tel.2024.400459.1476
Ghanizadeh, A., Jahedizadeh, S., & Movaghar, F. (2022). The effect of mobile assisted language learning (MALL) on Iranian EFL learners’ idiom learning and perceptions of classroom activities. Iranian Journal of Applied Language Studies, 14(1), 87-108. https://doi.org/10.22111/IJALS.2022.6939
Ghanizadeh, A., & Rostami, S. (2015). A Dörnyei-inspired study on second language motivation: A cross-comparison analysis in public and private contexts. Psychological Studies, 60(3), 292-301. https://psycnet.apa.org/doi/10.1007/s12646-015-0328-4
Grypp, L., & Luebeck, J. (2015). Rotating solids and flipping instruction. Mathematics Teacher, 109(3), 186-193. http://dx.doi.org/10.5951/mathteacher.109.3.0186
Han, S. (2022). Flipped classroom: Challenges and benefits of using social media in English language teaching and learning. Frontiers in Psychology, 13, 996294. https://doi.org/10.3389/fpsyg.2022.996294
Hardré, P. L., & Sullivan, D. W. (2008). Student differences and environment perception: How they contribute to student motivation in rural high schools. Learning and Individual Differences, 18, 471-485. http://dx.doi.org/10.1016/j.lindif.2007.11.010
Hosseini, S. A., Rajabi, P., & Mahmoodi, K. (2021). Flipped classroom model and its impact on Iranian EFL Learners' classroom anxiety and listening performance. Computer-Assisted Language Learning Electronic Journal, 22(3), 1-16. https://old.callej.org/journal/22-3/Hosseini-Rajabi-Mahmoodi2021.pdf
Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175-193. https://doi.org/10.1007/s11423-015-9412-7
Jahedizadeh, S., Ghanizadeh, A., & Ghonsooly, B. (2016). The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 16-28. https://sfleducation.springeropen.com/articles/10.1186/s40862-016-0021-8
Jahedizadeh, S., Ghonsooly, B., Ghanizadeh, A., & Akbari, O. (2015). A cross contextual analysis of EFL learners’ perceptions of classroom activities. Journal of Applied Linguistics and Language Research, 2(4), 322-336. https://www.jstor.org/stable/jeductechsoci.19.3.134
Jahedizadeh, S., Khademorreza, A., & Sarvari, S. (2025). Vocabulary retention, sustained attention, and enjoyment: Using Tick8 method to promote language achievement. Australian Journal of Applied Linguistics, 8(3), 102501. https://doi.org/10.29140/ajal.v8n2.102501
Jantakoon, T., Jantakun, K., Jantakun, T., Noibuddee, A., Pasmala, R., Wannapiroon, P., & Nilsook, P. (2025). The effectiveness of flipped classroom in English language learning: A meta-analysis. World Journal of English Language, 15(3), 50-64. http://dx.doi.org/10.5430/wjel.v15n3p50
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL quarterly, 52(1), 62-84. https://doi.org/10.1002/tesq.372
Lee, J., Yin, H., & Zhang, Z. (2009). Exploring the influence of the classroom environment on students’ motivation and self-regulated learning in Hong Kong. The Asia-Pacific Education Researcher, 18(2), 219–232. http://dx.doi.org/10.3860/taper.v18i2.1324
Li, S., He, J., Tao, Y., & Liu, X. (2022). The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?. Language Teaching Research, 29(3), 1165-1188. http://dx.doi.org/10.1177/13621688221081575
Lin, C. J., & Mubarok, H. (2021). Learning analytics for investigating the mind map-guided AI chatbot approach in an EFL flipped speaking classroom. Educational Technology & Society, 24(4), 16-35. https://www.jstor.org/stable/48629242
Little, C. A. (2012). Curriculum as motivation for gifted students. Psychology in the Schools, 49(7), 695-705. https://psycnet.apa.org/doi/10.1002/pits.21621
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12, 1-22. https://doi.org/10.1186/s41039-016-0044-2
Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress. [Master's Thesis, Montana State University]. https://scholarworks.montana.edu/server/api/core/bitstreams/464b2fc9-8282-4e9f-87fb0c91c9c4053f/content
Mehring, J., & Leis, A. (2018). Innovations in flipping the language classroom: Theories and practices. Springer. http://dx.doi.org/10.1007/978-981-10-6968-0
Nourinezhad, S., Hadipourfard, E., & Bavali, M. (2022). The effect of flipped learning on English writing performance and self-efficacy of Iranian medical students. Journal of Language Horizons, 6(1), 161-182. https://doi.org/10.22051/lghor.2021.34132.1409
Novianti, E. (2025). Effectiveness of the flipped classroom learning model in improving students' mathematical reasoning abilities in the application of school mathematics course. International Journal of Social Science Research and Review, 8(1), 43-50. https://doi.org/10.47814/ijssrr.v8i1.2432
Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(2). https://doi.org/10.1186/s40561-021-00146-x
Putri, E. D., Cahyono, B. Y., & Zubaidi, N. (2024). Flipped Learning in EFL Classrooms Effects on Tertiary Students' Writing Skills and Perceptions. The Electronic Journal for English as a Second Language, 28(2), 1-18. https://doi.org/10.55593/ej.28110a7
Rezaeyan, M., Amiryousefi, M., Gimeno-Sanz, A., & Tavakoli, M. (2025). Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study. Computer Assisted Language Learning, 1-30. https://doi.org/10.1080/09588221.2025.2476549
Shooli, E., Esfahani, F. R., & Sepehri, M. (2022). Flipped classroom influence on the learner’s outcomes: A study based on English writing courses in Iran. Education Research International, 2022, 1-9. https://doi.org/10.1155/2022/1530290
Slomanson, W. R. (2014). Blended learning: A flipped classroom experiment. Journal of Legal Education, 64(1), 93-102. https://jle.aals.org/cgi/viewcontent.cgi?article=1016&context=home
Sota, M. S. (2016). Flipped learning as a path to personalization. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 73– 87). Philadelphia, PA: Temple University, Center on Innovations in Learning. https://files.eric.ed.gov/fulltext/ED568173.pdf
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute. http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf
Street, P. (2001) The role of motivation to the academic achievement of gifted secondary students. Gifted Education International, 15(2), 164-177. http://dx.doi.org/10.1177/026142940101500207
Sun, J. C. Y., & Wu, Y. T. (2016). Analysis of learning achievement and teacher-student interactions in flipped and conventional classrooms. The International Review of Research in Open and Distributed Learning, 17(1),79-99. https://files.eric.ed.gov/fulltext/EJ1090880.pdf
Tahmasbi, S., & RabaniEbrahimiPour, K. (2023). The effect of mobile-assisted flipped learning on Iranian EFL learners’ cohesive devices improvement in writing. International Journal of Research in English Education, 8(2), 82-95. https://dor.isc.ac/dor/20.1001.1.25384015.2023.8.2.6.4
Unal, Z., & Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, 10(4), 145-164. https://doi.org/10.12973/iji.2017.1049a
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Watson, J. (2005). Keeping pace with K-12 online learning: A review of state-level policy and practice. Learning Point Associates/North Central Regional Educational Laboratory (NCREL). https://files.eric.ed.gov/fulltext/ED535911.pdf
Wei, X. (2025). The effectiveness of flipped classroom in improving English communication skills: A Focus on Listening and Speaking. Advances in Social Behavior Research, 14, 84-88. http://dx.doi.org/10.54254/2753-7102/2025.20434
Yan, Z., Liu, Q., & Chen, Y. (2024). Examining the impact of flipped learning on second language development: A quasi-experiment in higher education. Heliyon, 10(13), e33593. http://dx.doi.org/10.1016/j.heliyon.2024.e33593
Yousofi, N., & Bashiri, S. (2023). Exploring the impact of mobile -flipped classrooms on Iranian EFL learners’ writing proficiency. Journal of Modern Research in English Language Studies, 10(2), 91 -117. http://dx.doi.org/10.30479/jmrels.2022.17525.2093
Yulian, R. (2021). The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education. SIELE JOURNAL, 8(2), 508-522. http://dx.doi.org/10.24815/siele.v8i2.18366
Applied Linguistics Inquiry
Volume 3, Issue 2
September 2025
Pages 37-54

Files

History

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

Share

How to cite

Statistics