A Qualitative Investigation of Students' Perceptions of Flipped learning

Subject Areas :

Shahriar Jalili ¹ , Hamidreza Khalaji ² , Hossein Ahmadi ³

1 - Department of English Language Teaching, Ismamic Azad University, Malayer, Iran
2 - Department of English Language Teaching, Islamic Azad University, Malayer, Iran
3 - Department of English Language, Faculty of Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran

Received: 2020-10-13 Accepted : 2020-10-13 Published : 2020-03-01

Keywords: flipped classroom, Iranian EFL Students, students' perceptions, Bloom's taxonomy,

Abstract :

Along with growing technology, the flipped learning model has emerged as an alternative to conventional teaching methods. The present study attempted to investigate the students' perceptions of a flipped learning classroom experience contrasted with those of a non-flipped or conventional classroom. To this end, 23 Iranian EFL learners were assigned to two groups. During the first ten weeks, non-flipped teaching was applied to class A and flipped learning to class B. After the midterm, during the next ten weeks, the teaching methods were reversed. The students were interviewed in-depth about their impressions of the learning experience. Also, a questionnaire and students' portfolios were used to draw comprehensive conclusions. The qualitative analysis of data revealed four themes: flipped or non-flipped, working with technology, group commitment, and student-teacher relationship. Overall, learners had contrasting views about learning in the flipped classroom. In general, they preferred non-flipped classroom.

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