The Effect of Peer-Driven and Instructor-Designed Flipped Classes on Iranian Intermediate EFL Learners' Academic Writing Anxiety

This study aimed to assess the efficacy of peer-driven and instructor-designed flipped classes in alleviating academic writing anxiety among Iranian intermediate EFL learners. Employing a quasi-experimental design with 40 participants aged 14 to 16, evenly distributed into experimental and control groups based on English proficiency, the research utilized the Oxford Placement Test, Second Language Writing Anxiety Inventory, and a Paragraph Development book for eva‎luations. Both groups engaged in three 60-minute sessions weekly over an eight-week period, with the experimental group partaking in peer-driven student-led teaching sessions on paragraph writing comparison and contrast, while the control group received instructor-designed flipped classes featuring curated videos and collaborative tasks. Despite initial expectations, both groups exhibited a notable reduction in writing anxiety, with the peer-driven approach demonstrating superior outcomes, analyzed using Paired samples t-tests. The study underscores the effectiveness of peer-driven and instructor-designed flipped classes in alleviating academic writing anxiety among Iranian EFL learners, offering implications for academia, EFL learners, in, instructional designers, and policymakers striving to enhance writing instruction and mitigate academic anxiety in this student demographics.

1403/06/27

سميه طاهزي

76976