Journal of University Teaching & Learning Practice

Article Title

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, IranFollow
Shouket Ahmad Tilwani, Prince Sattam Bin Abdulaziz University, Saudi ArabiaFollow
Shabnam Mahdizadeh Khodayari, Islamic Azad University, IranFollow
Meisam Ziafar, Islamic Azad University, IranFollow
Samir Alekasir, Islamic Azad University, IranFollow
Abbas Pourhosein Gilakjani, Islamic Azad University, IranFollow
Murad Hassan Mohammed Sawalmeh, Dhofar University, OmanFollow

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.

Recommended Citation

Namaziandost, Ehsan; Ahmad Tilwani, Shouket; Mahdizadeh Khodayari, Shabnam; Ziafar, Meisam; Alekasir, Samir; Gilakjani, Abbas Pourhosein; and Mohammed Sawalmeh, Murad Hassan, Flipped classroom model and self-efficacy in an Iranian English as a foreign language context: A gender-based study, Journal of University Teaching & Learning Practice, 17(5), 2020.
Available at:https://ro.uow.edu.au/jutlp/vol17/iss5/17