The impact of Flipped Classroom instruction on secondary school learners' listening achievement and listening anxiety

The purpose of this study was to investigate the use of Flipped Classroom Instruction (FCI/M) on secondary school learners' listening achievement and listening anxiety. Participants included 44 students from a Secondary School in Şahinbey, Gaziantep. Two classes including 7th grade students were examined: one as a control group consisting of 22 students and the other as an experimental group consisting of 22 students. In the study an experimental method of data collection was employed, utilizing pre- and post-listening tests and foreign language listening anxiety scale FLLAS for both groups. In addition, a focused group interview was conducted to collect participants' opinions about FCM. The purpose of the pre and post-tests was to detect whether any statistically remarkable difference existed between the control group, who was practiced by a traditional, teacher-based listening instruction, and the experimental group, who was practiced by Flipped classroom instruction over the course of eight weeks. For analyzing the data obtained from the tests, an independent-sample t-test was employed. The results of the data were analyzed using SPSS 25. Findings pointed out that a statistically significant difference existed between the control and experimental groups and, the students of the experimental group performed better on the listening tests than students of the control group. Also, the decrease of listening anxiety level of experimental group participants was significant. The feedback gathered from the interview showed that the majority of the learners had positive attitudes towards flipped classroom instruction. Keywords: Flipped classroom model, FLLAS, listening achievement, listening anxiety, traditional teaching.