摘要：This study aims at investigating the influence of using flipped classroom model on Iranian EFL eleven graders’
English achievements and their willingness to communicate. A pre-experimental design was used in this study.
The participants were students in four classes of two high schools in Sanadaj, Iran. Two classes functioned as
experimental and two others as control. The students in the experimental group (N=48) received instructional
videos based on their English textbook. The videos were uploaded on a social network channel made by the
researcher so the students could download them and watch them at their convenience time. Each individual
participant in the experimental group then had the opportunity to interact with his classmates and teacher via the
social network made by the students. This could help the students in the experimental group for the in-class
discussion formed on the content of the videos and textbook exercises, Meanwhile, the students in the control
group (N=47) received in-class traditional teaching focusing on lectures and explanations by the teacher. Despite
these two different ways of presenting the contents of the English textbook, students in both experimental and
control groups had the opportunity to take part in various learning activities in each classroom session including
collaborative activities, completing the textbook exercises, giving comments and presenting new ideas, giving
each other support and feedback and taking in-class quizzes. Statistical analysis of the post- test results revealed
that the participants in the experimental group could outperform the participants in the control group.
Furthermore, the findings of this study indicated that there was a significant difference in learners’ willingness to
communicate between experimental and control groups in favor of the experimental group.
关键词：flipped classroom; flipped learning model; fundamental reform document of education (FRDE);
willingness to communicate
