Research Article
PDF Mendeley EndNote BibTex Cite


Year 2022, Volume 23, Issue 2, 236 - 251, 30.03.2022


The present study investigated the effects of critical thinking instructions through a flipped teaching method on English Language learners’ listening comprehension. The sample consisted of 80 Iranian intermediate English language learners that were divided into two experimental and two control groups. The two experimental groups that experienced flipped classrooms were given listening materials before the start of the class. Then cooperative learning took place in a face-to-face learning environment. The two control groups were taught in conventional language classrooms. Besides, one class from each group received instructions during the treatment phase on critical thinking. The International English Language Testing System (IELTS) was used to collect listening comprehension data on pretest and posttest. The Statistical Package for Social Sciences version 25 was used to run statistical analysis and t-tests on the data. The results of the study revealed that the flipped approach was more effective when language learners were given instructions on critical thinking. Language teachers can benefit from critical thinking instruction in flipped teaching to enhance the learners’ listening comprehension ability by activating higher-order mental capacities such as critical thinking.


  • Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian students’ listening comprehension. English Language Teaching, 9(9), 166-178.
  • Ahmadi, M.R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3 (2), 115-125.
  • Al-Harbi, S. S., & Alshumaimeiri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performance and attitudes. English Language Teaching, 9(10), 60-80.
  • Alsowat, H. (2016). An EFL flipped classroom teaching mode: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
  • Alsulami, S. (2016). The effects of technology on learning English as a foreign language among female EFL students at Effatt college: An exploratory study. Studies in Literature and Language, 12(4), 1-16.
  • Baker, J. W. (2000). The ‘classroom flip’: Using web course management tools to become the guide on the side. In J. A. Chambers (Ed.), Selected papers from the 11th International Conference on College Teaching and Learning (pp. 9-17). Jacksonville, FL: Florida Community College at Jacksonville.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International society for technology in education.
  • Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, 12(19), 1-14.
  • Berthold, M. (2011). Reliability of Quick Placement Tests: How much faith can we place on quick paper or internet based placement tests? Australian Journal of Teacher Education, 35(6), 1-23.


Primary Language English
Subjects Social
Journal Section Articles

Sara SHAHANI This is me (Primary Author)
Islamic Azad University

Azizeh CHALAK This is me
Islamic Azad University

Hossein Heidari TABRIZI This is me
Islamic Azad University

Publication Date March 30, 2022
Application Date December 23, 2019
Acceptance Date
Published in Issue Year 2022, Volume 23, Issue 2


APA Shahanı, S. , Chalak, A. & Tabrızı, H. H. (2022). IMPACT OF CRITICAL THINKING INSTRUCTION THROUGH FLIPPED TEACHING ON IRANIAN EFL LEARNERS’ LISTENING COMPREHENSION . Turkish Online Journal of Distance Education , 23 (2) , 236-251 . DOI: 10.17718/tojde.1096565