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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Asefi, Nasibe, Amirian, Zahra, Ketabi, ُSaeed. (1405). Flipped vs. Interval Flipped Classroom and Junior High School Students' English Language Achievement, Motivation, Resilience and Attitude toward Both Models. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2026.75226.2917
Nasibe Asefi; Zahra Amirian; ُSaeed Ketabi. "Flipped vs. Interval Flipped Classroom and Junior High School Students' English Language Achievement, Motivation, Resilience and Attitude toward Both Models". سامانه مدیریت نشریات علمی, , , 1405, -. doi: 10.22034/elt.2026.75226.2917
Asefi, Nasibe, Amirian, Zahra, Ketabi, ُSaeed. (1405). 'Flipped vs. Interval Flipped Classroom and Junior High School Students' English Language Achievement, Motivation, Resilience and Attitude toward Both Models', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2026.75226.2917
Asefi, Nasibe, Amirian, Zahra, Ketabi, ُSaeed. Flipped vs. Interval Flipped Classroom and Junior High School Students' English Language Achievement, Motivation, Resilience and Attitude toward Both Models. سامانه مدیریت نشریات علمی, 1405; (): -. doi: 10.22034/elt.2026.75226.2917

Flipped vs. Interval Flipped Classroom and Junior High School Students' English Language Achievement, Motivation, Resilience and Attitude toward Both Models

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 22 آبان 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2026.75226.2917
نویسندگان
Nasibe Asefi1؛ Zahra Amirian* 2؛ ُSaeed Ketabi2
1Department of Engllish Language and Literature, Faculty of Foreig Languages, University of Isfahan, Isfahan, Iran
2Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, IRAN
چکیده
Abstract

The present study investigated the effects of flipped and interval flipped classroom models on Iranian junior high school students' English language achievement, motivation, and resilience. Additionally, the study examined students' attitudes toward both instructional models. A quasi-experimental design was employed with three intact classes of 9th-grade female students, Iran, assigned to flipped, interval flipped, and control groups. Data were collected through pre- and post-tests of English language achievement, the Child and Youth Resilience Measure-28, and adapted Academic Achievement Motivation Questionnaire. Multivariate Analysis of Covariance and Bonferroni post-hoc tests were utilized for data analysis. Results revealed that the flipped classroom model significantly improved students' language achievement, motivation, and resilience compared to the control group. The interval flipped instruction significantly enhanced motivation and resilience but did not significantly affect language achievement. Comparative analysis indicated that flipped teaching was significantly more effective than interval flipped teaching for language achievement and resilience, while no significant difference was observed for motivation. Attitude questionnaire revealed generally positive perceptions toward both models, with a preference for the flipped model.
کلیدواژه‌ها
Flipped teaching؛ Interval flipped model؛ Academic achievement؛ Iranian Junior High School students؛ TEFL
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تعداد مشاهده مقاله: 1


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