The impact of a flipped EFL course on primary school learners' use of technology for language learning

This study investigated the impact of a flipped approach to EFL classes on learners' use of technology and their attitudes toward technology for language learning. Among 428 EFL primary school learners divided into four groups, two groups confirmed to have homogenous attitudes regarding technology participated in this study. Each group was randomly assigned to experimental (n = 88) or control (n = 92) groups. A flipped approach was selected to organize a 17 week-long EFL course for the experimental group, while, for the control group, a non-flipped and blended approach was chosen to organize the same course. A wide range of technologies were utilized to both groups to facilitate English learning. Data were collected from pre- and post-technology surveys, learner interviews, and reflection logs. The survey consisted of four constructs: digital literacy, usefulness, anxiety, and comfort. The quantitative findings revealed that the experimental group showed more enhanced digital literacy and usefulness and decreased anxiety than the control group. Thematic analysis of qualitative data supplemented the survey findings by providing insights into why the flipped approach had a more positive impact on those constructs than control conditions. This study demonstrated the potential of a flipped approach for young learners studying within a public school system.