Sara Shahani - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Azizeh Chalak - English Department, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan,Iran
Hossein Heidari Tabrizi - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Flipped teaching is the process of moving lecture content from face-to-face class time to before class. The potential values of flipped teaching in which learners are actively engaged in the learning process have been emphasized during the past years; however, there is still little research evidence about the attitudes of the learners towards flipped teaching and the use of technology. The present investigation aimed to explore Iranian EFL learners' attitudes towards flipped teaching. To this end, 40 female intermediate EFL learners with the age range of 19 to 29 from the training department of the National Iranian Oil Company (NIOC) in Khuzestan, Iran, based on the Oxford Quick Placement Test (OQPT) were selected through convenience sampling and assigned into two groups with the same instructional strategies since having 40 students in a single class was not possible. An attitude questionnaire was examined in terms of frequencies and percentages. The results of frequency analyses indicated that EFL learners in the study had a positive attitude towards flipped teaching and agreed that it was helpful to them in many ways. The findings can be of significance for EFL learners, instructors, and syllabus designers.

attitudes, Autonomous Learning, Classroom Engagement, Flipped Teaching, Google Classroom