Flipped Classroom: Pakistani ELF Teachers’ Perceptions

Abstract

The study explores English language teachers' perceptions regarding the flipped classroom approach in teaching English as a Foreign Language (EFL). It examines the benefits and challenges associated with its implementation and is grounded in Active Learning Theory (Ansori & Nafi', 2019). The research aimed to understand how the flipped classroom approach fosters active learning and enhances the teaching and learning process. The study employed a qualitative research design involving seventeen English language teachers from the English department at the University of Sindh, Jamshoro, and UOS Thatta campus. Semi-structured interviews, as well as classroom observations, were used to gather data. The result showed that teachers carry positive views of the flipped classroom, recognizing its potential to increase student involvement, promote self-directed learning, and make better use of in-class time for collaborative activities. Future research is suggested to investigate students' perceptions of the flipped method and examine its long-term effect on learning outcomes.

Keywords: Flipped classroom, active learning, English language teachers, EFL