Comparison of the Effect of Flipped Classroom Teaching and Traditional Teaching Methods on Students' Achievement Motivation and Academic Stress in English Language Course

Among the various teaching methods, the flipped classroom is one of the active learning approaches that has been welcomed by many teachers and researchers in an effort to meet the changing needs of the new age. The aim of this study was to compare the effect of flipped classroom teaching and traditional teaching methods on students' achievement motivation and academic stress in English language course. In this before and after quasi-experimental study, 30 students in the second semester of Birjand University underwent sampling by available sampling method and were randomly assigned to two experimental and control groups (15 people in each group). The intervention was performed in flipped class for the experimental group and in the traditional way for the control group. The research instruments included demographic information form, Bhargava Progress Motivation Questionnaire and Gadzella Academic Stress Questionnaire. Data were analyzed using descriptive tests such as mean and standard deviation and inferential statistics such as independent t-test and analysis of covariance in SPSS software. The results showed that the flipped learning method compared to the traditional method had a significant effect on improving students' motivation for achievement and academic stress in English language courses. Therefore, using the flipped class method to teach English is recommended to professors, teachers and programmers in this field.