The Attitudes of M. A. Candidates of TEFL Toward Flipped-Teaching: A Mixed-Method Study

Subject Areas : Journal of Applied Linguistics Studies

Hamed Zarabi ¹ , Nima Yamrali ² , Nadia Gharani ³

1 - Department of English Language and Literature, Islamic Azad University of Gonbad Kavoos, Iran.
2 - Department of English Language Teaching, Faculty of humanities, Islamic Azad university
3 - Department of English Language Teaching, Gonbad-e-Kavous Branch, Islamic Azad University, Gonbad-e-Kavous, Iran

Received: 2023-03-24 Accepted : 2024-07-05 Published : 2024-07-06

Keywords: Flipped-classroom, Flipped-learning, Flipped-teaching, M.A. candidates of TEFL, ,

Abstract :

Flipped classroom is a new approach where teachers provide students with learning materials before the ‎physical class. Lately, there has been a focus on its potential benefits, however, there is insufficient research ‎on the perspective of TEFL Master's students toward this type of learning. To address this, 30 M.A. ‎candidates of TEFL from the Islamic Azad University in Gonbad Kavoos, Iran, were randomly selected, with ‎ages ranging from 24 to 52. The flipped method of instruction was used for a full academic semester. Data ‎were collected using a mixed-method approach, including a questionnaire assessing students' attitudes ‎toward flipped learning and interviews. Questionnaire frequency analyses showed that the students viewed ‎flipped learning favorably and agreed that it benefited them in various ways. Furthermore, the interview ‎content analysis indicated that the participants had a positive attitude towards the experiment and ‎demonstrated that flipped teaching can lead to problem-solving outside the classroom, collaboration with ‎the instructor and classmates, a sense of being valued, and predictability of lessons, which can reduce stress. ‎Flipped teaching is a valuable investment of time and energy for both the teacher and learners in ‎preparation for the classroom, as it can motivate and engage learners.‎