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

Authors

  • Ehsan Namaziandost Islamic Azad University, Iran
  • Shouket Ahmad Tilwani Prince Sattam Bin Abdulaziz University, Saudi Arabia
  • Shabnam Mahdizadeh Khodayari Islamic Azad University, Iran
  • Meisam Ziafar Islamic Azad University, Iran
  • Samir Alekasir Islamic Azad University, Iran
  • Abbas Pourhosein Gilakjani Islamic Azad University, Iran
  • Murad Hassan Mohammed Sawalmeh Dhofar University, Oman

Keywords:

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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Published

2020-05-02

Issue

Section

Articles

How to Cite

Flipped classroom model and self-efficacy in an Iranian English as a foreign language context: A gender-based study. (2020). Journal of University Teaching and Learning Practice, 17(5). https://open-publishing.org/journals/index.php/jutlp/article/view/435