Implementing a flipped model of instruction in the EFL listening classroom: Impact on comprehension

Ehsan Namaziandost ((Scopus ID: 57204110674 Google Scholar, h-index=11, i10-index=14), Islamic Azad University, Shahrekord)
Zohreh Rezaei (Department of English, Faculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad)
Parisa Etemadfar (Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Shahrekord)
Samir Alekasir (Department of English Language, Islamic Azad University, Ahvaz Branch, Ahvaz)

Journal on English as a Foreign Language (JEFL)
Vol 10 No 2 (2020): Issued in September 2020

Inventive technologies have provided students greater ways to invest more productive time within the classrooms, such as listening class. However, the flipped model of instruction should be practiced as a way to engage students in the process of listening comprehension. This experimental study aimed to investigate the effects of the flipped classroom (FC) on advanced EFL learners