What does this research mean for the field?

The flipped learning model significantly improves high school students' English academic achievement, self-efficacy, learning responsibility, teacher-student interactions, and positive achievement emotions while reducing negative emotions. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This research evaluates how flipped learning affects students' emotional and cognitive outcomes in English education.

August 4, 2026Humanities and Social Sciences CommunicationsOpen Access

The effects of flipped English course design on students’ achievement emotion, self-efficacy belief, learning responsibility, and interactions with their teachers

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Authors

YCYafes CanAnadolu University MGMeral GüvenAnadolu University

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Implication

Randomized trial evaluates flipped learning's impact on achievement and emotions in ninth-grade students, suggesting enhanced self-efficacy and responsibility.

Key Points

This research evaluates how flipped learning affects students' emotional and cognitive outcomes in English education.
Mixed-method intervention design with 30 ninth-grade students from an Anatolian high school in Sivas, Türkiye.
Students were randomly assigned to groups, pretest and posttest assessments were conducted, and semi-structured interviews were held.
Research diary kept during intervention to document the process.
Significant increases in academic achievement and positive achievement emotions (p < 0.05).
Significant decreases in negative emotions towards the lesson (p < 0.05).
FL model effectively increased self-efficacy beliefs, learning responsibilities, and student-teacher interactions (p < 0.05).

Cite This Study

Can et al. (2026) studied this question.

synapsesocial.com/papers/6a7198eec47350ef8e4944f2 https://doi.org/10.1057/s41599-026-07469-5

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Implication

Randomized trial evaluates flipped learning's impact on achievement and emotions in ninth-grade students, suggesting enhanced self-efficacy and responsibility.

The effects of flipped English course design on students’ achievement emotion, self-efficacy belief, learning responsibility, and interactions with their teachers

Discussion

Member takes

Implication

Key Points

Cite This Study

The effects of flipped English course design on students’ achievement emotion, self-efficacy belief, learning responsibility, and interactions with their teachers

Discussion

Member takes

Implication

Key Points

Cite This Study

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