The effect of flipped clasroom model on 11.th grade students' English lesson academic achievement and self efficacy

With the integration of technology into modern life, it is observed that new approaches are replacing traditional ones in newly prepared curricula. Nevertheless, in our country, there are many problems arising from various reasons in foreign language teaching. Many of these reasons are not issues that teachers can improve, but teachers have the competence to choose and implement approaches and methods suitable for students' needs in foreign language classes. Instead of focusing on grammar topics in foreign language classes, dedicating more time to practicing the four language skills, encouraging students to be willing to use English, and emphasizing practice are common goals of foreign language teachers. The Flipped Learning approach offers the opportunity to use class time, which is usually spent on lecturing, for practice. The aim of this research is to investigate the impact of the Flipped Learning approach on students' academic achievements and self-efficacy perceptions in English classes. The research was modeled using a pre-test-post-test control group quasi-experimental design, one of the quantitative research methods. The study group of the research consists of 11th-grade students from a high school located in the Kuşadası District of Aydın Province. The research was conducted over 8 weeks with a total of 42 students, covering 2 units: "Future Jobs" and "Hobbies and Interests." As a quantitative data collection tool, the "English Proficiency Test" developed by the researcher and the "Self-Efficacy Scale For English" prepared by Nilay T. Bümen and Burcu Hancı Yanar were used. The data obtained in the study were analyzed using the SPSS 25.0 program, and frequency and percentage analysis were conducted to determine their distributions according to the experimental and control groups and genders. In the examination of the sub-problems of the research, the distribution of the data was analyzed using the Shapiro-Wilk test. As the data distribution was found to be normal, an independent samples t-test was conducted to determine the difference between the experimental and control groups, and a dependent samples t-test was conducted to determine the differences between the pre-test and post-test scores within the experimental and control groups. In accordance with the results of the research, there was no significant difference between the average academic achievement scores of the groups. When examining the experimental group's scores related to English self-efficacy beliefs, no significant difference was observed in the final test scores in the sub-dimensions of reading, writing, listening, and speaking.