As a relatively new pedagogical approach, flipped instruction has received much attention. Accordingly, numerous studies in the field of English Language Teaching (ELT) have delved into the usefulness of flipped classroom for language learning; however, this mode of instruction has yet to be explored in the area of second language (L2) listening. This being so, the current study investigated the effect of a flipped course model on Iranian English as a foreign language (EFL) learners’ listening performance and L2 listening anxiety utilizing a pretest-posttest control group design. The study divided 39 students preparing for the International English Language Testing System (IELTS) exam into two groups: One class received conventional instruction (non-flipped), and one class received instruction based on the principles of flipped instruction (flipped). The participants answered two IELTS practice tests and completed two questionnaires, namely the Listening Anxiety Questionnaire and the Perception of Flipped Learning Experience questionnaire. The results of statistical analyses revealed that the listening performance of both groups improved significantly from the pretest to the posttest and that the flipped class outperformed the control group. Furthermore, it was found that not only did flipping the class alleviate participants’ L2 listening anxiety substantially, but also it positively influenced their attitude toward this mode of instruction. Implications of these findings have been elaborated for stakeholders.
Mehraein et al. (Tue,) studied this question.