An account of EFL learners' self-efficacy and gender in the flipped classroom model

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dc.contributor.authorNamaziandost, Ehsan
dc.contributor.authorÇakmak, Fidel
dc.date.accessioned2021-02-19T21:16:12Z
dc.date.available2021-02-19T21:16:12Z
dc.date.issued2020
dc.departmentALKÜ
dc.descriptionNamaziandost, Ehsan/0000-0002-8393-2537
dc.description.abstractEmerging technologies and mobile devices have enabled improved quality of learning outcomes in the field of language learning. With the opportunities provided by innovative, emerging tools, traditional ways of learning have been enhanced. The flipped classroom is one of the innovative learning models that have appeared in language learning in the last decade. The current study was carried out to investigate the difference that the flipped classroom made on students' self-efficacy and gender. 58 participants with an intermediate proficiency level in English were randomly assigned to one of two conditions: experimental (flipped classroom) and control (traditional) group. The participants employed the Self-Efficacy Survey before and after the intervention of flipped classroom. The results demonstrated a significant increase in self-efficacy scores of the experimental group. When gender was analyzed separately, the females in the experimental group were found to have greater improvements in self-efficacy than their male colleagues in the experimental group when utilizing the flipped classroom practice. In the light of the results, students, especially female students can increase their individual confidence in producing specific or requested performance in language learning while engaged in the flipped classroom.
dc.identifier.doi10.1007/s10639-020-10167-7
dc.identifier.endpage4055en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue5en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage4041en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-020-10167-7
dc.identifier.urihttps://hdl.handle.net/20.500.12868/308
dc.identifier.volume25en_US
dc.identifier.wosWOS:000521142300001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthor0-belirlenecek
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation And Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEFL learners
dc.subjectFlipped classroom model
dc.subjectGender
dc.subjectSelf-efficacy
dc.subjectStudents' characteristics
dc.titleAn account of EFL learners' self-efficacy and gender in the flipped classroom model
dc.typeArticle

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