Impact of flipped learning on reflective thinking and goal orientation among English Foreign language learners

Abstract

This study aimed to investigate the impact of implementing the flipped learning model (FLM) on reflective thinking (RT), and goal orientation (GO) among intermediate-level English as a Foreign Language (EFL) learners. RT pertains to cognitive processes and GO aligns with motivational aspects of language learning. While flipped instruction, as a central element of blended learning, has garnered significant attention from educators and researchers, there is a lack of sufficient research on its effects on RT, and GO. The study utilized a quasi-experimental design, employing multistage cluster sampling (MCS) to determine the sample. The homogeneity of the sample was ensured through the administration of the Oxford Placement Test (OPT). The sample was then divided equally into two groups: the control group (CG) consisting of 205 learners and the experimental group (EG) consisting of 205 learners. In addition to the OPT, two standard questionnaires, namely the RT, and GO scales, were used to collect data. During the study’s duration of 10 sessions, the CG and EG received different instruction, utilizing Touch Stone 3 as the instructional material for intermediate learners. The results indicate that FLM has a significant impact on EFL learners’ RT and GO. The implications of this research extend to language educators, curriculum designers, and policymakers, highlighting the importance of incorporating flipped learning strategies to foster critical thinking skills, bolster learner confidence, and promote goal-directed behavior among EFL learners.