Language and thought are closely related, thought is expressed through the language. Therefore, the expansion of the Persian language will expand the Iranian culture and thought as well. That is why teaching Persian to non-Persian speakers is important and should be constantly reviewed. One of the new methods of teaching is flipped teaching which has an interactive process and achieves active learning in the classroom with the help of extracurricular activities. The present study is an applied, quantitative, qualitative and questionnaire with the aim of examining the relationship between participation and satisfaction of participants and academic achievement of international students of Kurdistan University in the advanced level course on the effect of flipped classroom on Persian language learning. Participants in the course were 50 Iraqi Kurdish language students who completed the course with 60 two-hour sessions (120 hours). In this study, four skills of reading, writing, speaking and listening were considered. Each skill includes sub-sections that enhance Persian language learning skills; Watching videos and short films; writing summaries; writing essays; reading aloud, reading pictures and listening to audio files were some of the tasks that were considered in the classroom. The results showed that the flipped classes caused learners to fully participate and be completely satisfied. They also showed that the correlation between their participation and satisfaction with academic achievement was almost complete and could have helped learners to improve the learning of Persian language.

Keywords: Flipped classroom, Learning skills, Teaching Persian, International students

     

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