The Effect of Flipped Classroom on Foreign Language Anxiety and Grammatical Competence of Iranian EFL Students: A Comparison between Elementary and Advanced Language Proficiency Levels

This quasi-experimental study examined whether a flipped classroom model reduces foreign language anxiety (FLA) and improves grammatical competence (GC) among Iranian learners of English at elementary and advanced proficiency levels. Twenty Persian L۱ students (A۱–A۲; B۲–C۱; n=۱۰ per level) at a private institute in Gonbad-e Kavus were allocated by intact class to flipped or traditional instruction (n=۵ per cell) over ۱۰ weeks (۲۰ sessions). The flipped condition received pre-class micro-lectures, guided worksheets, and readiness quizzes via Telegram, with class time devoted to coached practice and feedback; control classes followed teacher-fronted lessons with homework. FLA was measured with the Foreign Language Classroom Anxiety Scale (FLCAS) and GC with level-specific parallel grammar tests. Two-way ANCOVAs controlling pretest scores showed large advantages for the flipped approach on both outcomes. Relative to traditional instruction, flipping substantially reduced anxiety, F(۱,۳۵)=۱۸۴.۳۶۷, p<.۰۰۱, partial η²=.۸۴۰, and enhanced grammatical competence, F(۱,۳۵)=۲۴.۵۰۴, p<.۰۰۱, partial η²=.۴۱۲. Proficiency exhibited significant main effects (advanced < elementary FLA; advanced > elementary GC), F(۱,۳۵)=۵۳.۴۶۱, p<.۰۰۱, partial η²=.۶۰۴; F(۱,۳۵)=۷.۰۹۷, p=.۰۱۲, partial η²=.۱۶۹, respectively. Group × Proficiency interactions were not significant for either outcome (ps>.۱۰), indicating comparable flipped benefits at both proficiency levels. Assumption checks and reliability indices were satisfactory. Findings suggest that reallocating input to pre-class preparation and dedicating class time to scaffolded practice can meaningfully lower FLA while strengthening grammar across proficiency bands. The small, single-site sample and cluster allocation warrant cautious generalization; larger multi-site replications with delayed outcomes and skill-specific anxiety measures are recommended.

کلیدواژه ها:

Advanced-level Students ، Elementary-level Students ، Flipped Classroom ، Foreign Language Anxiety (FLA) ، Grammatical Competence (GC)