نازنین مخلصی

Ever since its introduction, the flipped learning approach has demonstrated promising results in English language teaching. To this end, the goal of the present study was to compare the effectiveness of flipped learning on speaking in two different cooperative and competitive EFL learning settings. To conduct the study, the researchers selected 60 learners through nonrandom convenience sampling and subsequently randomly assigned them into two experimental groups of 30 learners, namely the flipped learning cooperative and the flipped learning competitive groups. Both groups underwent the same flipped learning treatment; the point of departure, however, was the fact that in one group the learners exercised cooperative learning while the other group experienced competitive learning. Prior to the treatment, all 60 learners took a speaking pretest (a sample Preliminary English Test or PET) and after the treatment, a posttest (another sample PET) was administered to them. An analysis of covariance (ANCOVA) was run on the two groups’ scores on the pre- and posttest. The result of the study indicated that the learners sitting in the flipped cooperative group outperformed those in the flipped competitive group. The implications of the findings of this study are elaborated in the paper.