Adnan, M. (2017). Perceptions of senior-year ELT students for the flipped classroom: A materials development course. Computer Assisted Language Learning, 30(3-4), 204- 222.
Alavi Moghaddam, S. B., Kheirabadi, R., Rahimi, M., & Alavi, S. M. (2019). English for schools: Prospect 3. Planning and Research Organization of the Ministry of Education.
Al-Jarf, R. (2005). The effects of online grammar instruction on low proficiency EFL college students' achievement. The Asian EFL Journal Quarterly,7(4), 24-37.
Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course. Journal of Language Teaching and Research, 9(2), 236-242.
Aguila, K. B., & Harjanto, I. (2016). Foreign language anxiety and its impacts on students’ speaking competency. Anima Indonesian Psychological Journal,32(1), 29-40.
Aydin, S. (2018). Technology and foreign language anxiety: Implications for practice and future research. Journal of Language and Linguistic Studies, 14, 193-211.
Banditvilai, C. (2016). Enhancing students’ language skills through blended learning. The Electronic Journal of e-Learning. 14(3), 220-229.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education and Accreditation,6(1), 25-38.
Chang, C., & Lin, H. C. K. (2019). Classroom interaction and learning anxiety in the IRS-integrated flipped language classrooms. The Asia-Pacific Education Researcher, 28(3), 193-201.
Chen, M. R. A. & Hwang, G. J. (2019). Effects of a concept mapping‐based flipped learning approach on EFL students' English-speaking performance, critical thinking awareness, and speaking anxiety. British Journal of Educational Technology, 51(3), 817-834.
Geranpayeh, A. (2003). A quick review of the English Quick Placement Test. Research Notes Quarterly, 12, 8-10.
Ghaith, G. M., (2020). Foreign language reading anxiety and metacognitive strategies in undergraduates' reading comprehension. Educational Research, 30(4), 1310-1328.
Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped teaching with CALL in EFL writing class: How does it work and affect learner autonomy? European Journal of Educational Research, 8(4), 983-997.
Haldun, V. (2019). The relationship of personality traits with English speaking anxiety. Research in Educational Policy and Management, 1(1), 55-74.
Hao, Y. (2016). Middle school students’ flipped learning readiness in foreign language classroom: Exploring its relationship with personal characteristic and individual circumstances. Journal of Computers in Human Behavior, 59, 295-303.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125–132.
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC horizon report: 2015 K-12 edition. The New Media Consortium.
Jones, N. (2000). BULATS: A case study comparing computer-based and paper-and-pencil tests. Research Notes, 3, 10-13.
Khodabandeh, F., & Naseri, E. (2021). Comparing the impact of blended and flipped teaching strategies on students’ skimming technique and vocabulary learning. Teaching English Language (TEL), 15(2), 127-154.
Lucke, T., Dunn, P. K., & Christie, M. (2016). Activating learning in engineering education using ICT and the concept of ‘flipping the classroom’. European Journal of Engineering Education, 42(1), 45-57.
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202-214.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge.
Nederveld, A., & Berge, Z. L. (2015). Flipped learning in the workplace. Journal of Workplace Learning, 27(2), 162-172.
Nuon, P., & Champakaew, W. (2017, August). Effects of ICT-aided flipped classroom on grammar achievement [Paper presentation]. Sixth International Conference on Language, Education, Humanities and Innovation, Singapore. http://iclei6.icsai.org/
O’Flaherty, J., Phillips, C., Karanicolas, S., Snelling, C., & Winning, T. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
Oxford Quick Placement Test (2001). University of Cambridge Local Examinations Syndicate. https://talk.m2.res.zabanshenas.com/original/3X/2/3/23334e1d02a0d2533c91397eb44159d2ee30417a.pdf
Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17.
Pakdaman, A., Alibakhshi, G., & Baradaran, A., S. (2022). The impact of negotiated syllabus on foreign language learners' language anxiety and learning motivation. Teaching English Language (TEL), 16(1), 35-63.
Paudin, C. S. J. (2017). Exploring a flipped learning approach in teaching grammar for ESL students. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(1), 56-74.
Rifky, I., Silih, W., & Suciana, W. (2018). EFL learners’ speaking anxiety in an EOP program. Journal of ELT Research, 3(2), 193-203.
Schultz, D. D. S., & Rasmussen, S. C. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91(9), 1334-1339.
Scovel, T. (1991). The effect of affect on foreign language: A review of the anxiety research. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 15-23). Prentice Hall.
Shafiee Rad, H., Roohani, A., & Rahimi Domakani, M. (2021). Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models. Language Learning & Technology, 25(2): 158–177.
Soodmand, A., & Bagherieh, M. (2015) An evaluation of grammar and vocabulary consciousness-raising activities in current ELT materials. Teaching English Language (TEL), 9(1), 171-209.
Staker, M., & Horn, M. B. (2012, May 1). Classifying K-12 blended learning. Sematic Scholar. https://www.semanticscholar.org/paper/Classifying-K-12-Blended-Learning.-Staker-Horn/9152c8230740e218c3ff5120b4d7bfb2f2fd603f
Steed, A. (2012). The Flipped Classroom. Teaching Business and Economics, 16(3), 9‐11.
Steen, U. A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307-324.
Webb, M., & Doman, E. (2019). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3), 240-274.
Zhang, X. (2019). Foreign language anxiety and foreign language performance: A meta‐analysis. The Modern Language Journal, 103(4), 763-781.
Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(13). 1-19.
)