The Effectiveness of Flipped Classroom Model on Listening ‎Comprehension Among Iranian Upper-intermediate EFL ‎Learners

Ehsan Namaziandost, Leila Neisi, Shahrzad Momtaz


This study aimed to examine the effects of flipped classrooms on Iranian EFL learners' listening comprehension. To fulfill, 50 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a listening test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to audio file once or twice in the class. They had to answer the questions right after the listening. This procedure continued till the last session. The results of paired samples t-tests revealed that the experimental group outperformed the control group on the post-test.


flipped classrooms, listening comprehension, Iranian EFL learners ‎

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