Analyzing Post-Method Pedagogy on Motivation, Self-efficacy, Self-esteem of EFL Learners on Reading Comprehension: Flipped Classroom

Since the purpose of this research is to analyzing post-method pedagogy on motivation, self-efficacy, self-esteem of EFL learners on reading comprehension at Flipped classroom this study conducted at Armin High School in Dezful, Iran, a random selection was made of ۴۰ students aged between ۱۶ and ۱۸ from two eleventh grade classes. These students were subsequently divided into two groups: (a) the experimental or internet group, who received metacognitive instruction via an online course, and (b) the control group, who received metacognitive instruction in a traditional classroom environment. It should be emphasized that English was taught to both groups by the same instructor. The findings unveiled that Iranian EFL students can enhance their educational knowledge and improve their learning experience by participating in flipped classrooms. The flipped classroom approach not only facilitates the learning of listening comprehension but also fosters independence and confidence in students when studying outside the classroom.

کلیدواژه ها:

Post-Method Pedagogy ، Motivation ، Self-efficacy ، Self-esteem of EFL Learners ، Reading Comprehension ، Flipped Classroom