The Effect of Flipped Classroom Teaching on EFL Learners' Language Achievement and Anxiety During Hybrid Covid-19 period

Abstract

During the global COVID19 pandemic, education has moved from the classroom to an online or hybrid format. No matter how much the new system's education and training models are based on online models, the pandemic affects students' learning. In order to construct a novel assessment design for an urgent online or hybrid courses, researchers must examine students' language use and attitudes throughout the epidemic period. Due to the negative feelings and emotions such as anxiety that many learners experience in the classroom, the current study aims to the effect of flipped classroom teaching approach on EFL learners’ language achievement and language anxiety. Sixty EFL intermediate university students took part as participants. The anxiety questionnaire FLCAS adopted from Horwitz, Horwitz, and Cope (1986), a pre-test and a post-test were administered to the students during a semester consisted of 14 weeks to study the effect of flipped classroom on participants’ language anxiety and achievement. The obtained information was statistically analyzed and the statistical results showed a significant and positive effect of flipped learning on students' motivation and anxiety on hybrid pandemic period.