The Effect of the Flipped Classroom Model on High School Students’ Motivation to Learn French

Abstract

The aim of this study is to examine the effect of the flipped classroom model on the motivation of high school students learning French as a second foreign language. In addition, it aims to determine whether there is a statistically significant relationship between students’ motivation levels and variables such as gender, French course achievement scores, and overall academic grade point average. The study was conducted using a quantitative research method and adopted a posttest-only control group quasi-experimental design. The study group consisted of a total of 50 tenth-grade students enrolled in public high schools during the 2025–2026 academic year and studying French as a second foreign language, selected through convenience sampling. Of these students, 24 were assigned to the experimental group and 26 to the control group. While the lessons in the experimental group were conducted in accordance with the flipped classroom model, traditional teaching methods were applied in the control group. The research data were collected using a motivation scale towards learning French, which consisted of two sub-dimensions, namely intrinsic and extrinsic motivation, and whose validity and reliability had been previously established. Since the data did not show a normal distribution, the Mann–Whitney U test was used for intergroup comparisons. The findings indicated that flipped classroom practices significantly increased students’ overall motivation levels as well as their intrinsic and extrinsic motivation. As a result, the findings suggest that the flipped classroom model may be an effective instructional approach for enhancing students’ motivation at the high school level where French is taught as a second foreign language.

Keywords

• Flipped classroom
• French language teaching
• Motivation
• High school students
• Foreign language education

TERS YÜZ EDİLMİŞ SINIF MODELİNİN LİSE ÖĞRENCİLERİNİN FRANSIZCA ÖĞRENMEYE YÖNELİK MOTİVASYONLARINA ETKİSİ

Öz

Bu araştırmanın amacı, ters yüz edilmiş sınıf modelinin lise düzeyinde ikinci yabancı dil olarak Fransızca öğrenen öğrencilerin Fransızca öğrenmeye yönelik motivasyonları üzerindeki etkisini incelemektir. Ayrıca öğrencilerin motivasyon düzeyleri ile cinsiyet, Fransızca ders başarı notu ve genel akademik not ortalaması gibi değişkenler arasında istatistiksel olarak anlamlı bir ilişki olup olmadığının belirlenmesi amaçlanmaktadır. Araştırma, nicel araştırma yöntemlerinden son test kontrol gruplu yarı deneysel desen kullanılarak yürütülmüştür. Çalışma grubunu, 2025–2026 eğitim-öğretim yılında devlet liselerinde öğrenim gören ve ikinci yabancı dil olarak Fransızca dersi alan 10. sınıf öğrencilerinden uygun örnekleme yöntemiyle belirlenen toplam 50 öğrenci oluşturmaktadır. Bu öğrencilerin 24’ü deney, 26’sı ise kontrol grubunda yer almıştır. Deney grubunda dersler ters yüz edilmiş sınıf modeli doğrultusunda yürütülürken, kontrol grubunda geleneksel öğretim yöntemleri uygulanmıştır. Araştırma verileri, geçerlik ve güvenirlik çalışmaları yapılmış ve içsel ile dışsal motivasyon olmak üzere iki alt boyuttan oluşan Fransızca öğrenmeye yönelik motivasyon ölçeği aracılığıyla toplanmıştır. Verilerin normal dağılım göstermemesi nedeniyle gruplar arası karşılaştırmalarda Mann–Whitney U testi kullanılmıştır. Elde edilen bulgular, ters yüz edilmiş sınıf uygulamalarının öğrencilerin toplam motivasyon düzeylerini ve içsel ile dışsal motivasyonlarını istatistiksel olarak anlamlı düzeyde artırdığını göstermektedir. Sonuç olarak bulgular, ters yüz edilmiş sınıf modelinin Fransızcanın ikinci yabancı dil olarak öğretildiği lise düzeyinde öğrencilerin motivasyonlarını artırmada etkili bir öğretim yaklaşımı olabileceğini düşündürmektedir.

Anahtar Kelimeler

• Ters yüz edilmiş sınıf
• Fransızca öğretimi
• Motivasyon
• Lise öğrencileri
• Yabancı dil eğitimi

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