An account of EFL learners\u2019 self-efficacy and gender in the Flipped Classroom Model

Ehsan Namaziandost,Fidel Çakmak

doi:10.1007/s10639-020-10167-7

Abstract

Emerging technologies and mobile devices have enabled improved quality of learning outcomes in the field of language learning. With the opportunities provided by innovative, emerging tools, traditional ways of learning have been enhanced. The flipped classroom is one of the innovative learning models that have appeared in language learning in the last decade. The current study was carried out to investigate the difference that the flipped classroom made on students’ self-efficacy and gender. 58 participants with an intermediate proficiency level in English were randomly assigned to one of two conditions: experimental (flipped classroom) and control (traditional) group. The participants employed the Self-Efficacy Survey before and after the intervention of flipped classroom. The results demonstrated a significant increase in self-efficacy scores of the experimental group. When gender was analyzed separately, the females in the experimental group were found to have greater improvements in self-efficacy than their male colleagues in the experimental group when utilizing the flipped classroom practice. In the light of the results, students, especially female students can increase their individual confidence in producing specific or requested performance in language learning while engaged in the flipped classroom.

Highlights

The methods students implement to learn new materials have changed due to the revolution of teaching techniques which has occurred in recent decades
This implies an improvement for the experimental group (EG) in their perceived self efficacy after the Flipped Classroom Model (FCM) intervention
The current study presents an empirical study of an account of self-efficacy and gender in the flipped classroom design

Summary

Introduction

The methods students implement to learn new materials have changed due to the revolution of teaching techniques which has occurred in recent decades. Through providing the learners sufficient autonomy to learn at their own pace and by permitting lectures to be observed by each learner individually rather than as a class activity, the flipped classroom can incorporate straight lecture teaching thereby providing students with both teacher-centered and student-centered electronic instructional techniques. This could lead to changes in the ways in which students learn in the modern classroom. In the past few years, multiple approaches have emerged for executing the flipped classroom, and among them is the flipped mastery model recognized by Bergmann and Sams (2012), which will be appraised to recognize if it can increase the self-efficacy of the learners

Methods

Results

Discussion

Conclusion