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Teacher reflection and self-efficacy beliefs are two important teacher characteristics that influence different aspects of teaching jobs. The relationship between these two constructs is important, but the previous research has focused on the effect of reflection on self-efficacy. This mixed-methods study aimed at assessing the interrelationships between reflection and self-efficacy through surveying 330 Iranian English language teachers in the quantitative phase and interviewing 15 teachers in the qualitative phase. The quantitative data were analyzed through a Partial Least Square approach and the qualitative data through a conventional content analysis. Results show the two variables are closely interwoven, but reflection components were better predictors of self-efficacy. Metacognitive, cognitive, and affective reflection were significant predictors of self-efficacy and its components, but critical reflection did not predict any aspect of reflection. Efficacy for classroom management could predict practical and cognitive reflection, and efficacy for student engagement could predict practical, affective, and critical reflection. These findings imply that metacognitive, affective, and cognitive reflections need to be encouraged in English Language Teaching preservice and inservice teacher education programs, and workshops need to be enriched and focus on practical teaching issues and classroom management strategies, and learner engagement techniques.
 

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Flipped classroom is one of the relatively new teaching methods in which teaching takes place outside the classroom and class time is devoted to practice, and learning is established under the supervision of the teacher. Various studies in the world and in Iran have examined the effectiveness of flipped learning in teaching English, but these studies have been done either in the context of schools and institutes or with English language college students. This study examines students’ attitudes towards the flipped classroom, and the effectiveness of flipped learning in General English courses at Farhangian University. Findings show that students are satisfied with the flipped classroom and prefer it to traditional classes. Based on the results of paired and independent t-tests, flipped learning improves students' learning in General English courses. In addition, gender can affect the effectiveness of flipped learning, but students' field of study does not have such a role. Based on the findings of this study, flipped learning can used to increase the effectiveness of General English courses in face-to-face and virtual classes.

1. Introduction
Successful teaching and the improvement of learners’ achievement is undoubtedly the goal of all educational systems, and the advent and availability of technology to the public, has made this goal more attainable in recent years. Flipped classroom model is one of the innovations in teaching made possible through technology, which is an attempt to respond to challenges in traditional teaching by devoting more time to active learning in the classroom using a blended learning approach. In flipped classroom model, the direct teaching presented to the whole class changes into interactive personalized teaching which occurs outside the classroom, and hence the classroom becomes a dynamic and interactive learning environment to consolidate learning (Kaviani et al., 2018).
Although many studies have studied the effectiveness of flipped learning in schools and language institutes in Iran, and in college contexts overseas, no rigorous study has been devoted to this issue in university contexts in Iran till the date of conducting this study. Therefore, this study aimed to investiage the effectiveness of flipped learning in a general English course in Farhangian University, and also to review students reactions to this experience.

2. Methodology
In this study, which was conducted in the second semester of the academic year 2017-2018 at Farhangian University of Mashhad, eight general English Language classes of the undergraduate course in Shahid Beheshti Campus (males) and Shahid Hasheminejad Campus (females) were randomly selected to participate in the research. These classes included 300 students (103 females and 197 males) from different fields of study in humanities and science.
The teaching in the classes was done following flipped format until the mid-term exam, and then, classes were taught through traditional methods. In this way, each of the students had two scores, one of which was obtained after the reverse training and the other after the traditional training.
A mid-term and a final exam were used in the research, each of which consisted of 50 multiple-choice, short-answer, and essay-type items. The tests measured knowledge of vocabulary, grammar, and reading and comprehension of the learners. At the end of the semester, the attitude questionnaire about the flipped classroom, which was adapted and translated from the study of Hsieh, et al. (2017) was administered to the students.

3. Results
These results showed that the students were satisfied with their experience in the flipped classroom. According to Hsieh, et al. (2017), the items in the questionnaire measure four aspects of motivation, effectiveness, participation and overall satisfaction of learners. They did not provide items that measured each construct, but since all items had means above the midpoint of the scale, the findings suggest that students believed that the flipped classroom motivated them, and it has been more effective and attractive for them.
 Moreover, the results of the paired t test to compare the performance of the flipped and tranditiona classrooms (t = 8.08, df = 299, p<0.05), showd a significant difference between the students' grades obtained after reverse education and the grades obtained from traditional education.
To study the effectiveness of flipped classroom for the two genders , an independent samples t-test was run. According to the results (t=-2.14, p<.05), there was a significant difference between the scores of women and men as a result of flipped learning, and women had a higher mean. This indicates that flipped classroom has been more effective for women.

4. Discussion
The results of this study about students' satisfaction with the flipped classroom are in line with the findings of other survey studies about the flipped classroom using other questionnaires (Baker, 2000; Lage et al., 2000; Mehring, 2015).
The finding of he effectiveness of flipped learning is consistent with theoretical discussions about the effectiveness of the reverse method (Bergman & Sams, 2012; Kim et al., 2018). The better performance of students in flipped classroom is also in line with the results of other studies conducted in the field of English language teaching and flipped learning (Farsi et al., 2020;  Hsieh, 2017; Hung, 2014; Sahragard et al., 2020).

5. Conclusion
According to the findings of this research, one of the effective ways to improve English learning in general language classes in the university, regardless of the field of study, is to use flipped learning so that students who have different backgrounds can wathc the teaching video as many times as they need before coming to the class, and use the opportunity to practice in the classroom to consolidate learning and solve possible problems.

 

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With the shift of research attention from human malfunctioning to human optimal functioning in the workplace, job engagement which is regarded the opposite of job burnout has attracted researchers’ attention in organizational psychology. This exploratory study aimed to investigate the predictive role of emotional intelligence (EI) as a personal resource in determining levels of job engagement among Iranian English language teachers within job demands-resources model (JD-R). To this end, 442 English language teachers who were teaching in both public and private contexts were selected through non-probability convenience sampling and were surveyed regarding their demographic information, the perception of their levels of job engagement and emotional intelligence through a demographic questionnaire, the Utrecht Work Engagement Scale (UWES), and emotional intelligence scale. The results of hierarchical multiple regression analyses revealed that after controlling for the effect of demographic variables, there were significant positive predicting relationships between two emotional intelligence subscales of management of own emotions (MOE) and management of others’ emotions (MTE) and job engagement components of vigor, dedication, and absorption. The results imply that training teachers to improve their emotional intelligence can be a strategy to boost their job engagement.