efl teachers’ flipped learning and their self-efficacy: compound impacts on efl teachers regulatory behaviors in teaching oral proficiency on google meet platform

Teachers’ self-efficacy encompasses teachers’ conviction in their capability to manage the tasks and responsibilities which enhances by factors such as students’ performance, and effective group work among colleagues. similarly, teachers’ self-regulatory behavior (tsrb) is a process in which teachers utilize cognitive, affective, behavioral, and motivational feedback to rectify their behaviors and strategies to achieve their aims. additionally, teachers’ flipped learning (tfl) conveys a pedagogy in which the traditional in-class space is omitted and narrated powerpoint recordings are viewed by students before class time, therefore uncluttering class meetings for cognitive tasks. investigation of the impact of teachers’ self-efficacy and flipped learning on learners’ oral proficiency is the aim of the study. 30 efl teachers were handpicked based on convenience sampling from various english language institutes in karaj. the research is conducted qualitatively. the data was collected through semi-structured interviews with 30 efl teachers. in flipped learning teachers were supposed to provide recorded slideshows for students on google meet. students watched the recordings basing on their needs. the instruction was dynamic and student-centered in which the learners were entitled to getting involved in the analysis and evaluation of the content of the videos individually and in groups. based on the gained results self-efficacy has pedagogical, learner-related, and psychological effects. moreover, it is consummated that the more self-efficacy the more teaching practice, motivation, and achievement teachers have in class. moreover, findings proved that teachers’ self-regulatory behavior has a major effect on teaching effectiveness. thus, in a flipped learning atmosphere oral presentation and modern online activities are switched with the traditional homework-type activities. after all the findings confirmed that participants have positive attitudes toward using google meet. according to the findings of the present study administrators, teachers’ trainers, and policymakers are advised to accommodate self-regulatory behaviors and flipped learning approach to teacher training programs.