Investigating Students’ Attitudes towards the Implementation of the Flipped Classroom Approach.

Abstract

The Flipped Classroom has gained recognition as a pedagogical approach that promotes active learning and student engagement in various educational contexts. Flipped Classrooms consist of watching videos lectures provided by teachers at home, while class time is allocated for discussions and activities. This study aims to explore the attitudes of both EFL teachers and learners at the Department of Letters and English Language towards implementing Flipped Classrooms, providing insights into their perceptions and experiences, besides the effectiveness of this novice approach without neglecting the challenges faced in the teaching learning process embraced by Flipped Classroom Approach (FCA). To conduct this study a combination of qualitative and quantitative approaches was adopted, resulting a mixed method research. Therefore, two questionnaires consisting of closed-ended and open-ended questions were designed to answer the research questions about the effectiveness of this approach compared to the traditional one and reveal the challenges the concerned population (teachers/learners) faced. The findings revealed interesting patterns in the attitudes of EFL learners towards Flipped Classrooms. The quantitative analysis demonstrated that learners generally hold positive attitudes towards the Flipped Classroom Approach. They perceived it as an effective method for promoting student engagement and active learning. In the other hand, some teachers expressed some hesitations that primarily stemmed from a lack of familiarity with the model and uncertainty about its effectiveness in achieving learning outcomes. The study underscored the importance of addressing teachers’ concerns and providing professional development opportunities to enhance their understanding and confidence in utilizing Flipped Classrooms. In conclusion, this study highlighted the positive attitudes of EFL teachers and learners towards Flipped Classrooms while acknowledging the need for further support and training for teachers. The findings shed light on the potential of Flipped Classrooms to enhance EFL instruction, promoting student engagement and personalized learning experiences.