چكيده
The present study was an attempt to measure the effectiveness of applying structured, guided, and open inquiry-based flipped learning on Iranian female learners’ writing and self-efficacy in Ghotbe Danesh Language Institute. The students were informed about a special Inquiry-based flipped writing and self-efficacy. Having the population of about 400 students at hand, 150 students were randomly selected to take homogeneity test via OPT and based on their scores, 100 students were selected and assigned to 4 homogeneous groups. After assigning 100 learners into three experimental groups; i.e., structured inquiry-based flipped learning, guided inquiry-based flipped learning, and open inquiry-based flipped learning and one control group (including 25 learners in each group) participants received a pretest in writing and self-efficacy. After this phase, they were exposed to special training in writing based on different levels of inquiry-based learning, (structured IBL, guided IBL, and open IBL) in a flipped environment twice a week for four weeks. The results of the data analysis indicated the positive and significant effect of using structured, guided and open inquiry based flipped learning on Iranian EFL learners’ writing and self-efficacy. The results of the data analysis indicated the positive and significant effect of using structured, guided and open inquiry based flipped learning on Iranian EFL learners’ writing and self-efficacy. Moreover, the open inquiry-based group outperformed the others in terms of both writing and self-efficacy. These findings may prove useful for language teachers, students, and textbook designers and material developers in making EFL learners more self-efficient and skillful in writing performance.
