چكيده
Inquiry-based flipped learning is one of the rather new and innovative approaches to teaching and learning. The aim of this study was to investigate the effect of inquiry-based flipped learning on autonomy and achievement emotions of EFL learners. To achieve this goal, 60 intermediate female EFL learners were chosen after administering the proficiency test. The participants were divided into two groups: a control group (N=30) and an experimental group (N=30). The participants filled out the autonomy and achievement emotions questionnaires as the pretest. Then, the experimental group received the inquiry-based flipped learning, but the control group received the conventional instruction. After treatment sessions, the same questionnaires were administered to the participants. The statistical analysis of One-Way ANCOVA was employed to analyze the collected data. The results revealed that inquiry-based flipped learning had a significant effect on learners’ autonomy and achievement emotions. The findings of this study can have important implications for EFL learners, teachers and syllabus designers.
