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<p>This study aimed to evaluate the effect of English teaching based on the flipped learning (FL) model on students’ English self-efficacy beliefs, achievement emotions, learning responsibilities, teacher-student interaction, and academic achievement. The research employed a mixed-method intervention design with 30 ninth-grade students from an Anatolian high school in Sivas, Türkiye, and the study group was randomly assigned. Before the intervention, a pretest was administered regarding academic achievement, English self-efficacy belief, learning responsibility, teacher-student interaction, and achievement emotions. The researcher kept a research diary during the application process. After the intervention, a posttest was conducted, and semi-structured interviews were held to obtain the students’ opinions about the application. The findings indicated that significant increases were observed in students’ English academic achievement and several positive achievement emotions following the intervention, while significant decreases were observed in negative emotions (<i>p</i> &lt; 0.05). However, it did not produce a significant effect on course-related hope and pride (<i>p</i> &gt; 0.05). In addition, it was observed that the FL model effectively increased students’ English self-efficacy beliefs, learning responsibilities, and interactions with their teachers (<i>p</i> &lt; 0.05). Qualitative data supported these findings. According to the students’ opinions, it was found that FL motivated students to take an active part in class, particularly in speaking activities, and engaged them in lessons. It enabled students to have firm self-efficacy beliefs and take responsibility for their learning. While FL increased positive emotions, it decreased the negative emotions of students toward the lesson. Besides, it positively affected the interactions between students and the teacher. Overall, the findings suggest that the FL model may contribute to improvements in several cognitive and emotional learning outcomes in this specific context.</p>

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The effects of flipped English course design on students’ achievement emotion, self-efficacy belief, learning responsibility, and interactions with their teachers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月1日

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  • Yafes Can,
  • Meral Güven

摘要

This study aimed to evaluate the effect of English teaching based on the flipped learning (FL) model on students’ English self-efficacy beliefs, achievement emotions, learning responsibilities, teacher-student interaction, and academic achievement. The research employed a mixed-method intervention design with 30 ninth-grade students from an Anatolian high school in Sivas, Türkiye, and the study group was randomly assigned. Before the intervention, a pretest was administered regarding academic achievement, English self-efficacy belief, learning responsibility, teacher-student interaction, and achievement emotions. The researcher kept a research diary during the application process. After the intervention, a posttest was conducted, and semi-structured interviews were held to obtain the students’ opinions about the application. The findings indicated that significant increases were observed in students’ English academic achievement and several positive achievement emotions following the intervention, while significant decreases were observed in negative emotions (p < 0.05). However, it did not produce a significant effect on course-related hope and pride (p > 0.05). In addition, it was observed that the FL model effectively increased students’ English self-efficacy beliefs, learning responsibilities, and interactions with their teachers (p < 0.05). Qualitative data supported these findings. According to the students’ opinions, it was found that FL motivated students to take an active part in class, particularly in speaking activities, and engaged them in lessons. It enabled students to have firm self-efficacy beliefs and take responsibility for their learning. While FL increased positive emotions, it decreased the negative emotions of students toward the lesson. Besides, it positively affected the interactions between students and the teacher. Overall, the findings suggest that the FL model may contribute to improvements in several cognitive and emotional learning outcomes in this specific context.