Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety

Abstract

In this study, we aimed to integrate the flipped classroom model into “Advanced Reading and Writing” course and to investigate the effect of the flipped classroom model on pre-service English language teachers’ foreign language classroom anxiety (FLCA) and foreign language reading anxieties (FLRA). This study involved two groups (34 in the flipped group and 32 in the non-flipped group) of first-year English language teachers in Turkey. Within this framework, Foreign Language Classroom Anxiety Scale and Foreign Language Reading Anxiety Scale were employed to determine pre-service English language teachers’ FLCA and FLRA levels before and after the treatment in the flipped and the non-flipped groups comparatively. There was a significant decrease in the FLCA and FLRA levels in the flipped group. However, there was no significant change in the non-flipped group.

Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1950191 .

Keywords:

• Pre-service English language teachers
• flipped classroom
• foreign language reading anxiety
• foreign language classroom anxiety
• reading strategies

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Duygu Gok

Duygu Gok is a Ph.D. candidate in English Language Teaching. This article was part of her MA thesis at Suleyman Demirel University, Turkey. Her main research interests include CALL, online learning, and flipped classroom.

Hilal Bozoglan

Hilal Bozoglan holds a PhD in English Language Teaching. She has worked as an assistant professor in the Department of English Language Teaching at different universities in Turkey. Her current research interests focus on CALL, flipped classroom, psychological aspects of language learning and language teacher education.

Bahadir Bozoglan

Bahadir Bozoglan has a PhD degree on Psychological Counseling and Guidance, and he has worked for several universities as a faculty member for years. Now, he is an associate professor and works as an academic researcher, reviewer, psychotherapist, and supervisor. He completed an MA course on Inclusive Education and Leadership at Dublin University, Ireland in 2009. He attended several international conferences and presented papers. He completed a 960-hour international training program offered by IF Weinheim: Systemische Ausbildungen, and gained the license to work as an internationally accredited psychotherapist. He is also a supervisor of Systemic Approach and supervise companies, firms and professionals. He is an accredited international supervisor. He is members of several professional organizations such as EFTA (European Family Therapy Association and IPA (International Psychotherapy Association), Member of Weinheim Family Therapy Institute, Germany and Turkish Psychological Counseling and Guidance Association. He has several papers published in distinguished journals including Scandinavian Journal of Psychology, Computer in Human Behavior, Psychological Reports, European Journal of Psychological Assessment, Asia Pacific Psychiatry, Turkish Journal of Geriatric and Current Psychology. Additionally, He has reviewed countless articles for distinguished journals such as Journal of Personality and Individual Differences, Australian Journal of Guidance and Counseling, Psychological Reports, Cyber psychology, Behavior, and Social Networking, Behavior & Information Technology, Current Psychology and The Asia-Pacific Education Researcher. Besides, he has edited the books “Psychological, Social, and Cultural Aspects of Internet Addiction” and “Modern Strategies and Approaches for the Treatment of Digital Addiction” for IGI Global as an Editor. He has worked as a counselor at a special education camp between 2003 and 2004 in New York, USA.