the impact of flipped teaching approach on efl learners’ vocabulary development and their attitudes

The emergence of technology-based approaches to vocabulary teaching in recent years has introduced a plethora of strategies among which flipped teaching approach (fta) has been one of the most influential (zimmerman and kitsantas, 2014). the present study explores the efficiency of fta on vocabulary development of iranian efl learners. it further explores the learners’ attitudes towards flipped learning experiment. to this end, a total of 49 students at farhangian university of arak were exposed to practice materials such as instructional pdf and audio files and video clips designed and presented by the instructor before their online session; while during online session they performed some controlled and free practices related to the target vocabulary in pairs or groups. they were then assigned a task to be completed and submitted to the instructor as their final assignment for each session. to measure the effectiveness of the approach and the learners’ attitudes toward fta, they were administered a pre- and post- vocabulary knowledge test along with an attitude survey questionnaire. statistical comparisons indicated significant performance of the learners on the second vocabulary test. in addition, they expressed highly positive attitudes toward the learning experience. the findings highlight important implications of using flipped teaching approach for foreign vocabulary teaching.