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| Format: | Recurso digital |
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Zenodo
2025
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| Online Access: | https://doi.org/10.5281/zenodo.17235182 |
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Table of Contents:
- <p>The concept of the flipped classroom has received significant attention; however, limited research has explored<br>its implementation in English teaching, which is the focus of this study. The aim is to examine the general responses of<br>English teachers toward the flipped classroom methodology and to investigate the perceived benefits and challenges of<br>its application in English teaching. A total of 10 English teachers from diverse institutions that have adopted the flipped<br>classroom model participated in this research. Data were collected through a combination of questionnaires and interviews<br>and analyzed using a range of techniques. The findings revealed that English teachers demonstrated a highly<br>positive response to the flipped classroom methodology. The perceived benefits included facilitating active learning,<br>fostering collaborative teamwork, stimulating autonomous learning, and enhancing classroom interaction. The challenges<br>encountered during implementation were related to the provision of support, technical and technological difficulties, and<br>the preparation of flipped learning materials.</p>