effects of shad-based flipped classroom vs. non-flipped classroom on english achievements of high school students with high and low ideal and ought-to l2 selves

Recently, the use of modern technology for the education purposes has increased in schools in iran. shad, an educational platform, was designed by iran’s ministry of education in 2020 to help students and teachers in iran to carry out their educational practice during covid-19 pandemic and post-covid era. the purpose of this study was to investigate the effect of a technology-based instruction on english achievement of iranian efl high school students. more specifically, this study examined the effect of shad-based flipped method, compared with nonflipped (traditional) method on english achievement of a sample of iranian high school students with different ideal and ought-to l2 selves. a total number of 43 nine-grade students from a high school studying the prospect 3 textbook were chosen, and they were assigned into two experimental (n = 22) and control (n = 21) groups. the students’ english level in both groups was assessed by oxford solutions placement test (ospt) in the entry phase, and they were asked to complete papi and abdollahzadeh’s (2010) motivation questionnaire to assess their level of ideal and ought-to l2 selves. then, the inverted model of flipped method by the use of shad platform was implemented in the experimental group, but the participants in the control group received traditional teacher-fronted instruction. at the end of the course, the participants’ achievement in english was assessed by a researcher-made achievement test. the t-test and anova results revealed a significant difference between the students’ english achievement in the two groups. the flipped method enhanced the students’ english learning more. also, the students with higher ideal l2 self in the experimental group outperformed the students with lower ideal l2 self in the control group. the findings offer implications for l2 educators and material developers to provide more motivating conditions for high school efl learners.