Reducing Anxiety of Iranian EFL Learners through Flipped Instruction

This research study oversees the effect of flipped classroom instruction on speaking a causing worry among Iranian learners of English as a foreign language (EFL). Data were collected from ۱۴۰ adult learners aged ۲۲ and above through an online questionnaire. The data were analyzed using SPSS, applying both descriptive and inferential statistical approach to discover the relationship between flipped instructional practices and learners’ anxiety levels. The finding showed that participation in flipped classroom activities—especially interactive and collaborative -class tasks—was associated with decreased levels of speaking a causing wordiness. increased peer effect on each other and active instructor help during classroom sessions contributed to a more motivation and learner-centered environment. Overall, the result showed that flipped instruction can be an effective teaching method approach for alleviating foreign language speaking anxiety in EFL contexts.

کلیدواژه ها:

Anxiety ، EFL Learners ، Flipped Instruction.