PSYCHOLINGUISTIC FACTORS IN FLIPPED CLASSES OF FOREIGN LANGUAGE LEARNING FOR ADULTS
Keywords:
foreign language anxiety; motivation; self-confidence; Flipped Classroom; conventional classroomAbstract
Psycholinguistic factors in the form of motivation, foreign language anxiety, and selfconfidence, affect adult EFL learners’ learning process in a major way, positively or negatively. Many research studies done so far have shown that in a conventional classroom setup psycholinguistic factors affect the learning process of a large number of adult EFL learners negatively, because their motivation and self-confidence are low, while their foreign language anxiety is high. The objective of this paper is to describe of impact of psycholinguistic factors on the language learning process of students learning English through an unconventional pedagogic approach, that is, Flipped Classroom Model and how this model can assist to overcome this barriers.
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