IMPLEMENTATION OF FLIPPED MODEL IN EFL READING CLASSROOMS

Abstract

Among many technology-enhanced teaching strategies, flipped classroom is one that gained popularity in recent years. This approach supports a more student-centered and communicative learning environment in English as a Foreign Language (EFL) classrooms. Although this approach is getting popular in the field, little research has examined the incorporation of flipped classroom approach in EFL classrooms. To address this gap, this study presented some tools to provide teachers an idea of how to flip a language classroom and make the learning process more active and communicative. Also, flipped classroom was examined through the eyes of EFL students. The data were collected through a learning experience questionnaire, focus group interviews and teacher observations. Descriptive statistics was used to demonstrate the mean scores of the questionnaire items. Content analysis was utilized for the interview data. The results revealed that EFL students had positive attitudes towards flipped classroom. Additionally, online assignments and discussion tasks were found to be useful for the implementation of flipped classroom in EFL reading classroom courses.