چكيده
The flipped classroom is a type of learning that can play an important role in the area of the blended learning approach. It is the process of replacing direct instruction with videos and in consequence, motivating learners to concentrate on learning activities in the classroom. It means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. Self-efficacy is a key personal variable in Social Cognitive Theory and is defined as individuals' belief in their own ability to organize and implement action to produce the desired achievements. Self-regulation refers to self-created feelings, behaviors, and thoughts that are planned beforehand and then adapted during a performance in order to reach one’s goals and purposes. This study aims at finding out the effect of the flipped classroom on Iranian EFL learners’ self-efficacy and self-regulation. To reach this purpose, Oxford Placement Test was given non-randomly to 90 students out of 300 students as the population of the study who were studying English in Shahid Beheshti school in Saqqez to choose homogenized participants. Next, 60 students who scored between 16-30 (Pre-intermediate level) were chosen as the main participants and divided into two groups each containing 30 students. Two questionnaires were used as the pre-test to evaluate self-efficacy (Sherer et al. 1982) and self-regulation (Buford et al. 1995). All students in both control and experimental groups took part in 10 sessions of treatment. The students in the experimental group were taught through flipped classroom and the traditional classroom was utilized to teach in the control group. Afterward, the participants received the aforementioned questionnaires again as the post-test. The collected data were analyzed through the Analysis of Covariance (ANCOVA) and the null hypotheses of the study were rejected by the results. The findings of the study showed that flipped classroom was able to improve participants' self-efficacy and self-regulation in the experimental group. Finally, it is worth mentioning that the findings in this research can be advantageous for EFL learners, teachers, and instructors.
