Evaluation of the effect of English instruction based on flipped learning model on students' English self-efficacy beliefs, achievement emotions, learning responsibilities, academic achievement, and teacher-student interaction

The aim of this study is to evaluate the effects of English teaching based on the flipped learning model on students' English self-efficacy beliefs, achievement emotions, learning responsibilities, teacher-student interaction, and academic achievement. This study, which used an intervention mixed design, was carried out with secondary school ninth grade students. Before the application, a pretest was applied on academic achievement, English self-efficacy belief, learning responsibility, teacher-student interaction, and achievement emotions. A researcher diary was kept by the researcher during the intervention process. After the intervention, a post-test was conducted, and semi-structured interviews were conducted to get the students' views on the intervention. As a result of the research, it was found that English lessons conducted with the flipped model were effective in increasing the students' academic success in English, their positive achievement emotions related with course, learning and tests, and significantly reducing their negative achievement emotions related with course, learning and tests. In addition, it was understood that flipped model was effective in increasing students' English self-efficacy beliefs, learning responsibilities, and interactions with their teachers. The qualitative data obtained from students' opinions support these findings.