Journal
COMPUTER ASSISTED LANGUAGE LEARNING
Volume 36, Issue 4, Pages 840-860Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09588221.2021.1950191
Keywords
Pre-service English language teachers; flipped classroom; foreign language reading anxiety; foreign language classroom anxiety; reading strategies
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This study aimed to investigate the effect of the flipped classroom model on pre-service English language teachers' foreign language classroom anxiety and foreign language reading anxieties. The results showed a significant decrease in anxiety levels with the flipped classroom model.
In this study, we aimed to integrate the flipped classroom model into Advanced Reading and Writing course and to investigate the effect of the flipped classroom model on pre-service English language teachers' foreign language classroom anxiety (FLCA) and foreign language reading anxieties (FLRA). This study involved two groups (34 in the flipped group and 32 in the non-flipped group) of first-year English language teachers in Turkey. Within this framework, Foreign Language Classroom Anxiety Scale and Foreign Language Reading Anxiety Scale were employed to determine pre-service English language teachers' FLCA and FLRA levels before and after the treatment in the flipped and the non-flipped groups comparatively. There was a significant decrease in the FLCA and FLRA levels in the flipped group. However, there was no significant change in the non-flipped group. Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1950191 .
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