The Implementation of Flipped Learning Approach and its Effect on Iranian Young Learners’ Oral Proficiency and WTC[Latin Thesis]

Maede Arbabi

The concept of the “flipped approach” is relatively new in the field of language teaching and it has become increasingly popular recently. Willingness to communicate has gained an increasing amount of attention in the area of second language acquisition present study aimed at the implementation of flipped learning approach and investigating its effect on Iranian young learners’ oral Proficiency and WTC. To fulfill this objective, 30 students at a private school situated in Tehran, Iran were selected through non random sampling. The participants, with an age range of 11 to 12 years were divided into two groups: the experimental (n=15) and control group (n=15). At the beginning of the study, both groups were given speaking and WTC pre-tests. Then the experimental group was taught based on the flipped classroom, whereas the control group received instruction based on the traditional method. This study lasted seven weeks, encompassing two days per week, and at the end of the treatment period, both groups were given speaking and WTC post-tests. In the next stage, the students’ performances on these tests were measured. To analyze the collected quantitative data, paired samples t-tests and ANCOVA were applied. According to the results, flipped teaching had a significant positive effect on the students’ oral proficiency and language achievement. Besides, the results showed that EFL students in the experimental group had a remarkable progress in WTC. The findings suggest that this approach may be beneficial for language learner. Instructors and stakeholders at any level to shift the teaching process from timeconsuming instruction to a valuable learner-centered approach.