Effect of Flipped Instruction on Developing Iranian EFL Learners’ Listening Macro-skills: Attitude in Focus

This study examined the effects of flipped instruction on the listening macro-skills of Iranian female EFL learners. Furthermore, the study investigated the perceptions of Iranian intermediate EFL students concerning flipped instruction in relation to the enhancement of listening comprehension. To achieve this objective, 137 Iranian EFL learners completed the Oxford Quick Placement Test (OQPT), from which 80 participants were selected as intermediates for the study. These participants were divided into two groups, a control group and an experimental group, each comprising an equal number of individuals. Subsequently, a listening pretest was administered to both groups. The experimental group underwent treatments utilizing flipped instruction. Three days before each actual class session, the materials were delivered to this group through the WhatsApp messaging service. In contrast, the control group received traditional instruction within a face-to-face framework. Following the intervention, both groups participated in a listening post-test to assess the intervention's impact on their listening abilities. Moreover, the experimental group completed an attitude questionnaire to gauge their feelings about the flipped instruction. The findings obtained indicated a significant difference between the listening post-test scores of the experimental group and those of the control group. The post-test findings revealed that the experimental group significantly outperformed the control group. Moreover, the findings of the one-sample t-test indicated that Iranian EFL learners had notably positive perceptions regarding the use of flipped instruction in the teaching and learning of listening skills.