The Effect of the flipped classroom on reflective thinking, academic self-efficacy, and achievement motivation in language learners in intermediate level

The aim of this study was to investigate the effect of the flipped classroom(FL) on reflective thinking(RT), academic self-efficacy(ASE), and achievement motivation (AM)in language learners at the intermediate level. So far, however, there has been little discussion about this subject. To this end, 429 participants were selected through multiple-stage cluster sampling. First, five institutes were chosen randomly. Then all the learners at the intermediate level, 429 EFL learners, were designated using census technique sampling. Finally, 374 correctly filled questionnaires were collected. Also, it should be mentioned that the learners’ language level was assessed through the Quick Placement Test (OQPT) to ensure the homogeneity of the participants. In the next stage, participants were randomly divided into a control group (187 learners) and an experimental group (187 learners). Three questionnaires were used to collect data. Questionnaires were the Reflective Thinking Scale, the Foreign Language self-efficacy scale, and the Hermans (1970) Achievement Motivation Scale. Data analyzed by SPSS 23. Descriptive and inferential statistics showed that FC significantly impacts EFL learners’ RT(Sig = 0.00, F = 572.51); ASE (Sig = 0.00, F = 55.30), and AM (Sig = 0.00, F = 147.56). The implication could be beneficial for teachers, instructors, and language schools to rethink their teaching mediums to keep up with new developments and direct learners toward a better understanding.