Flipping every student? A case study of content-based flipped language classrooms

Abstract

The study aims to explore university-level foreign language learners’ perceptions of the content-based flipped classroom approach and factors influencing their perceptions. The research questions guiding the study are three-fold. (a) What attitudes and perceptions do students have about language and knowledge acquisition in the content-based flipped classroom? (b) What learning processes and strategies do students employ in the process? (c) What themes emerge from the content-based flipped classroom experience? The findings reveal that by humanizing the classroom through rich interaction between students using the flipped classroom concept, students show improvement in communicative skills, confidence, and content knowledge development. However, students differ in their perceptions of its effectiveness due to their varying epistemological beliefs about the certainty of knowledge, authority and the sources of knowledge, what learning really means, and the importance of measurability in learning outcomes.