Effects of flipped listening classroom on undergraduate students’ foreign language listening anxiety and willingness to communicate

Abstract

In a traditional classroom environment, listening comprehension plays a vital role in enabling students to actively participate in the learning process. This is because a significant portion of information is conveyed through the instructor’s explanations and class discussions. Developing strong listening skills can help students effectively understand and participate in classroom activities. The present study aimed to investigate the effects of flipped listening classroom on undergraduate English as a Foreign Language (EFL) students’ foreign language listening anxiety and willingness to communicate. A sample of 46 students at a public university in Iran was chosen to participate in the study using convenience sampling. Implementing a quasi-experimental pretest posttest control group design, two intact classes were randomly assigned to flipped and traditional lecture-based groups. The findings of the study revealed that flipped listening classroom had a positive impact on alleviating foreign language listening anxiety of EFL students and increasing their willingness to communicate. The study has some implications for the material developers, English instructors and students.