student engagement agency in flipp online and real classroom modalities

Student participation and engagement in learning activities play a substantial role in student academic achievement. the investigation of student engagement in technology-enhanced learning (tel) and digital dexterities has left highly unexplored. by emerging digitalization in education quality of learning outcomes have developed in the field of language learning. and the flipped classroom is one of the initiative learning modes that have emerged in language acquisition in the last decade. this study aimed to investigate student engagement agency in flipp online (as new approach) and real classroom modalities. to this end, 60 iranian female intermediate efl learners were opted on the basis of their performance on english unlimited placement test (eupt) and assigned into the four research groups. based on solomon four-group design (richard solomon, 1949) all the population of the study were randomly divided into two flipp online experimental groups and two face to face control groups. flipped intervention through voice thread platform was presented to the experimental groups in pre-class stage, and in-class online stage was held through adobe connect application. participants of face to face control groups were received traditional instructions. flipp experimental group a and face to face control group a were randomly selected to administration of pretest. student engagement agency in flipp online and real classrooms was investigated. the findings demonstrated that flipp online influences student engagement agency. and pretest administration in face to face control group and flipp online experimental group does not influence the posttest results.