The Impact of Flipped Learning on Enhancing Metacognitive Skills and Improving High School Students’ English Language Learning Experience

Articles in Press

Document Type : Original Article

Authors

1 Ph.D. Department of English Language Teaching, Ferdowsi University of Mashhad, Mashhad, Iran

2 Professor, Department of English Language Teaching, Allameh Tabataba’i University, Tehran, Iran,

Abstract

Abstract This study explored the impact of two instructional methods on English language learning: traditional teaching (in-class instruction with homework) and flipped learning (home-based instruction with classroom practice). Using a mixed-methods design, data were collected from 72 tenth-grade female students in Tehran, divided into control and experimental groups. The analysis showed no significant difference in academic performance between pre- and post-test scores, suggesting flipped learning did not directly impact academic achievement. However, qualitative findings revealed that students in the flipped classroom demonstrated more active participation and a greater interest in digital resources. They appreciated the ability to review materials at their own pace before class, which reduced anxiety and enhanced classroom readiness. Although flipped learning did not improve academic scores, it promoted active learning, interaction, and the development of metacognitive skills. These findings offer valuable insights for educators and researchers interested in modern teaching methods.Keywords:Flipped learning; Traditional instruction; English language teaching; Academic performance; Metacognitive skills

Keywords

Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 05 September 2025

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History

  • Receive Date: 25 April 2025
  • Revise Date: 04 September 2025
  • Accept Date: 05 September 2025

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