Flipped Instruction and Its Potential to Control Foreign Language Classroom Anxiety Through Shad Application

Flipped instruction has been shown to be effective in improving learning. However, this improvement might come at a cost. Since the responsibility for preparing is shifted to students, there is also a risk of augmenting learners’ anxiety. This study was an attempt to check the effects of flipped instruction through shad application on foreign language classroom anxiety among Iranian English learners. ۱۲۰ male pre-intermediate English language learners constituted the main participants of this study. The participants were randomly assigned to one control and three experimental groups based on their performance on an Oxford Placement Test (OPT). The instruction provided for the control group was conventional instruction while the first experimental group received traditional flipping, the second group received demonstration-based instruction, and the third experimental group received double-flipped instruction for eight sessions, each lasting for ۴۵ minutes. Data collection was done using pretests and posttests of foreign language classroom anxiety (FLCA); the results of ANCOVA revealed that all the three types of flipped learning had more positive effects than conventional instruction on reducing the learners’ anxiety level; however, there were no meaningful differences among the three types of flipping. The results of this study might be valuable for English learners and teachers, materials writers, and curriculum developers. The choice of the right kind of teaching materials and instructional techniques can help reduce learners’ anxiety.

کلیدواژه ها:

Flipped instruction ، Foreign language classroom anxiety ، Shad application