TY - JOUR ID - 15249 TI - Investigating the Efficacy of Flipped Learning on Autonomy and Skill-Learning of Iranian EFL Learners JO - Journal of English Language Teaching and Learning JA - ELT LA - en SN - 2251-7995 AU - Mashhadi, Jamshid AD - Department of English Language and Literature, Ilam University, Ilam, Iran Y1 - 2022 PY - 2022 VL - 14 IS - 30 SP - 137 EP - 148 KW - Autonomy KW - Collaborative learning KW - Face-to-Face KW - Flipped Classroom KW - online learning DO - 10.22034/elt.2022.53178.2505 N2 - Flipped classroom is a learning model where assignments are shifted, and learning happens outside of educational settings. This modern concept fundamentally refers to lesson input being conducted at home by the learner for sharing and applying knowledge. FL approaches have received considerable focus in recently with the power to encourage involvement and cooperative learning. The FC is a technique that flips the conventional education setting. The FC is accordingly appropriate for online or mixed learning. In this research, the effects of FLA on autonomy and EFL skill-learning of EFL learners were examined. The research questions were pertinent to the basic outcomes of the implementation of FC. The results demonstrated that those getting benefit of FC approaches more enthusiastically perused using them compared to those who had not employed them before. The research outcomes indicated contribution of FL on autonomy and EFL skill-learning of the EFL participants in the experiment group.  UR - https://elt.tabrizu.ac.ir/article_15249.html L1 - https://elt.tabrizu.ac.ir/article_15249_99102ee2ba4977c3178df21716fdb56f.pdf ER -