Examining flipped learning effects on L2 learning outcomes, language-related problem-solving behaviors, and cognitive-emotional regulation: insights from EFL learners

Abstract

The present study investigated the effects of the flipped learning (FL) approach on Iranian EFL learners’ second language learning outcomes, their language-related problem-solving behaviors (LRPSBs), and their use of cognitive-emotional regulation (CER), as well as their perceptions of this instructional model. A mixed-methods design was employed, and 271 learners were randomly assigned to an experimental group (n = 138) receiving FL instruction or a control group (n = 133) receiving traditional instruction. Quantitative data were collected through pre- and post-tests and analyzed using one-way ANCOVA, while qualitative data were elicited via in-depth interviews and examined through content analysis. The quantitative findings indicated that the experimental group performed significantly better than the control group in terms of L2 achievement, LRPSBs, and CER. The qualitative evidence was consistent with these results, suggesting that learners generally reported favorable views of FL and noted benefits such as increased active participation, greater learner autonomy, enhanced motivation, broader access to supplementary learning resources, and greater enjoyment of learning. Taken together, the findings suggest that FL can support learners’ academic performance as well as their cognitive development and emotional well-being in EFL contexts.