A recent study co-authored by Dr. Mohammad Amiryousefi and an international team of researchers has introduced an innovative goal-oriented flipped learning model that significantly improves English as a Foreign Language (EFL) learners’ speaking, listening, and self-regulated learning skills.

Published in 2025, the mixed methods study investigated the impact of integrating structured goal setting and action planning into the flipped classroom approach. Unlike conventional flipped learning, the proposed model encourages students to define learning goals aligned with course objectives and develop teacher-approved action plans to guide their out-of-class learning activities.

The research involved 100 first-year EFL students in Iran, who participated in one of three instructional models: goal-oriented flipped learning, conventional flipped learning, or traditional classroom instruction. Quantitative assessments and qualitative interviews revealed that students following the goal-oriented model demonstrated significantly greater gains in speaking proficiency, listening comprehension, and self-regulation skills.

The findings suggest that incorporating goal-setting strategies into flipped learning enhances learner engagement, promotes greater responsibility for independent study, and strengthens students’ confidence in using a second language. These results offer valuable insights for language educators and instructional designers seeking to maximize the effectiveness of technology-enhanced learning environments.

The article, titled “Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study,” was authored by Mahshid Rezaeyan, Mohammad Amiryousefi, Ana Gimeno-Sanz, and Mansoor Tavakoli and published online in March 2025.