References
[4]. Akçor, G. (2018). Explorıng the Perceptıons of Pre-
Servıce Englısh Language Teachers of Flıpped Classroom
(Unpublished master's thesis, Hacettepe University,
Institute of Educational Sciences, Ankara).
[6]. Alpat, M. F. (2019). The Effect of Flipped Learning-
Supported Critical Thinking Instruction on the Critical
Disposition and L2 Writing Skills (Master's thesis, İstanbul
Sabahattin Zaim Üniversitesi, Sosyal Bilimler Enstitüsü,
Yabancı Diller Anabilim Dalı).
[9]. Bailey, K. M. (2005). Practical English Language
Teaching: Speaking. McGraw Hill.
[10]. Balçikanli, C. (2008). Fostering learner autonomy in
EFL classrooms. Kastamonu Eğitim Dergisi, 16(1), 277-284.
[13]. Bergmann, J., & Sams, A. (2014). Flipped Learning:
Gateway to Student Engagement. International Society
for Technology in Education.
[17]. Bulut, C. (2018). Impact of Flipped Classroom
Model on EFL Learner's Grammar Achievement: Not Only
Inversion, But Also Integration (Master's thesis, Eğitim
Bilimleri Enstitüsü).
[18]. Çalışkan, N. (2016). Examining the Influence of
Flipped Classroom on Students Learning English as a
Foreign Language (Master's thesis, Çağ Üniversitesi Sosyal
Bilimler Enstitüsü).
[21]. Council of Europe. (2001). Common European
Framework of Reference for Languages: Learning,
Teaching, Assessment. Cambridge University Press.
[22]. Creswell, J. W. (2009). Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches. Sage
Publications.
[26]. Dincer, A. (2020). Understanding the characteristics
of English language learners' out-of-class language
learning through digital practices. IAFOR Journal of
Education, 8(2), 47-65.
[28]. Dornyei, Z., & Ryan, S. (2015). The Psychology of the
Language Learner Revisited. Taylor & Francis.
[30]. Ekmekçi, E. (2014). Flipped Writing Class Model with
a Focus on Blended Learning (Unpublished PhD
Dissertation, Gazi University Graduate School of
Educational Sciences, Ankara).
[31]. Elsen, A., & St John, O. (2007). Learner autonomy
and intercultural competence. In Jimenez, M. & Sercu, L.
(Eds.), Challenges in Teacher Development: Learner
Autonomy and Intercultural Competence (pp. 15-39).
[33]. Farah, M. (2014). The Impact of Using Flipped
Classroom Instruction on the Writing Performance of
Twelfth Grade Female Emirati Students in the Applied
Technology High School (ATHS) (Doctoral dissertation, The
British University in Dubai).
[34]. Farrell, T. S. C., & Jacobs, G. M. (2010). Essentials for
Successful English Language Teaching. Continuum,
London.
[38]. Goh, C. C., & Burns, A. (2012). Teaching Speaking: A
Holistic Approach. Cambridge University Press.
[39]. Gök, D. (2016). The Effect of an Online Flipped
Reading Classroom Model on Pre-Service English
Language Teacher's Foreign Language Reading Anxiety
(Master's thesis, Eğitim Bilimleri Enstitüsü).
[40]. Graddol, D. (2006). English Next; Why Global English
May Mean the End of 'English as a Foreign Language.
British Council, London.
[42]. Halili, S. H., & Zainuddin, Z. (2015). Flipping the
classroom: What we know and what we don't. The online
Journal of Distance Education and E-learning, 3(1), 15-22.
[43]. Hamdan, N., McKnight, P. E., McKnight, K., &
Arfstrom, K. M. (2013). A Review of Flipped Learning.
Pearson Education.
[44]. Han, Y. J. (2015). Successfully flipping the ESL
classroom for learner autonomy. NYS Tesol Journal, 2(1),
98-109.
[46]. Horn, M. B. (2013). The transformational potential of
flipped classrooms: Different strokes for different folks.
Education Next, 13(3), 78-79.
[47]. Horwitz, E. K. (2009). Becoming a Language
Teacher: A Practical Guide to Second Language
Learning and Teaching. Pearson Education, Boston.
[50]. Hughes, R. (2011). Teaching and Researching:
Speaking. Harlow.
[52]. Hung, H. T. (2017). The integration of a student
response system in flipped classrooms. Language
Learning & Technology, 21(1), 16-27.
[53]. İyitoğlu, O. (2018). The Impact of Flipped Classroom
Model on EFL Learners' Academic Achievement,
Attitudes and Self-Efficacy Beliefs: A Mixed Method Study
(Doctoral dissertation, Yıldız Technical University, Istanbul).
[55]. Karakurt, L. (2018). Flipped and Blended Grammar
Instruction for B1 Level EFL Classes at Tertiary Education
(Master's thesis, Hacettepe University, Council of Higher
Education Thesis Center).
[57]. Kömeç, F. (2018). EFL Students' Perceptions of the
Flipped Classroom in Terms of Autonomy, Language Skills,
Technological Attitudes and Motivation at Secondary
Level (Unpublished master's thesis, Karabük University,
Karabük).
[58]. Köroğlu, Z. C. (2015). The Effects of Flipped
Instruction on Pre-Service English Language Teachers'
Speaking Skills Development (Doctoral Dissertation). Gazi
University, Institute of Educational Sciences, Ankara).
[64]. Nunan, D. (2012). Learner-Centered English
Language Education: The Selected Works of David
Nunan. Routledge.
[65].
Obari, H., & Lambacher, S. (2015, August).
Successful EFL teaching using mobile technologies in a
flipped classroom. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL–Proceedings of the 2015
EUROCALL Conference, Padova, Italy (pp. 433-438).
Research-publishing. net. [68]. Öztürk, S. Y. (2018). The Impact of Flipped Classroom
Model on the Academic Achievement of Student
Teachers of English (Doctoral dissertation, Gazi
Üniversitesi).
[74]. Saldaña, J. (2013). The Coding Manual for
Qualitative Researchers. SAGE, Los Angeles.
[77]. Saville-Troike, M. (2006). Introducing Second
Language Acquisition. Cambridge University Press,
Cambridge.
[78]. Seçilmişoğlu, C. (2019). The Effects of Flipped
Learning Model in Teaching English Grammar
(Yayımlanmamış yüksek lisans tezi, Ufuk Üniversitesi Sosyal
Bilimler Enstitüsü, Ankara).
[79].
Singh, C. K. S., Singh, H. S. S. J., Singh, T. S. M., Ja'afar,
H., Abdullah, M. S., Mostafa, N. A., & Zamri, M. L. (2018).
Flipped classroom approach for improving speaking skills
of TVET trainees. International Journal of Applied
Linguistics and English Literature, 7(7), 27-39. [81]. Tucker, B. (2012). The flipped classroom: Online
instruction at home frees class time for learning.
Education Next, 12(1), 82-83.
[83]. Vygotsky, L. S., & Cole, M. (1978). Mind in Society:
Development of Higher Psychological Processes. Harvard university press.
[84]. Weaver, C. (2005). Using the Rasch model to
develop a measure of second language learners'
willingness to communicate within a language
classroom. Journal of Applied Measurement, 6(4), 396-415.
[87]. Yüreğilli, D. G. (2018). The Effect of the Application of
Flipped Classroom Approach on the 5th Grade Students'
English Academic Achievements, Learning Anxieties and
Learning Attitudes (Unpublished Doctoral Dissertation,
Gazi University, Institute of Educational Sciences, Ankara)
