Abstract:

Reaping the benefits that technology offers us and moving the courses to the outside of the class are important steps for fostering life-long learning. Within this context, in this study it was investigated how turning a traditionally lecture-type course into a flipped-learning environment can affect the motivation and satisfaction of the learners toward the course. To this end, within the scope of this mixed-method study ELT juniors at a state university in Turkey took one of the major subject-matter courses in a flipped-instruction model. Within this model, the course syllabus, course materials and practiceactivities were shared with the students online through a learning management system. The results revealed that the overall motivation and satisfaction levels of learners were quite high, and there was a significant effect of flipped instruction on learners’ self-efficacy for learning and performance. In-depth analyses of qualitative data highlighted the perceived benefits and weaknesses of the flipped learning process. Enhancing the content and instruction was found to be the most frequently stated suggestion for improvement by the learners.

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