The flipped classroom approach: Enhancing behavioral, cognitive, emotional engagement, and language learning in elementary language classes

Maryam Kenevisi; Afsaneh Ghanizadeh; Safoura Jahedizadeh

doi:10.30827/portalin.vi46.21790

Authors

Maryam Kenevisi Imam Reza International University https://orcid.org/0009-0006-2592-990X
Afsaneh Ghanizadeh Imam Reza International University (Corresponding author) https://orcid.org/0000-0003-1649-1556
Safoura Jahedizadeh Imam Reza International University https://orcid.org/0000-0002-8711-2608

DOI:

https://doi.org/10.30827/portalin.vi46.21790

Keywords:

Behavioral engagement, Cognitive engagement, Emotional engagement, Flipped classroom approach, Elementary English language students

Abstract

This study elucidated how a flipped classroom approach influences EFL students' behavioral, cognitive, and emotional engagement, as well as language learning in elementary private language classes. Forty-eight female students (average age 11) were divided into control and experimental groups (24 each). The experimental group received tasks and video clips via a Telegram channel for home study, followed by in-class games and activities to encourage participation and activate prior knowledge. Students' proficiency was assessed before and after the treatment using Babel test samples based on the Nelson Quick Check Placement Tests. Engagement was measured using the school engagement scale by Fredricks et al. (2005), which assesses behavioral, emotional, and cognitive dimensions. Data were analyzed using SPSS 26. Results revealed that the flipped classroom approach influenced all types of engagement; the highest difference was observed in cognitive engagement, and the lowest in behavioral engagement. Regarding language learning, the results indicated that the flipped approach led to better outcomes in the experimental group. Hence, the findings highlight the effectiveness of the flipped technique in enhancing language learning and positively affecting student engagement in classroom activities. These results could be beneficial for curriculum designers aiming to incorporate more entertaining and operational activities.

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Author Biographies

Maryam Kenevisi, Imam Reza International University

MA in TEFL, Imam Reza International University, Mashhad, Iran

Afsaneh Ghanizadeh, Imam Reza International University (Corresponding author)

Associate Professor, Imam Reza International University, Mashhad, Iran

Safoura Jahedizadeh, Imam Reza International University

PhD in TEFL, Imam Reza International University, Mashhad, Iran

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