Abstract
Recently the teaching trend is to keep up-to-date with the boom in technology. Flipped teaching, which is rated as one of the “top trends in educational technology” (Watters, 2012), has gained foot in the EFL/ESL classrooms only recently (Fahim & Khalil, 2015; Bauer-Ramazani, Graney, Marshall, & Sabieh, 2016). To follow the teaching trend, the researcher implemented the flipped classroom in Professional English Writing course at a private Lebanese university. The aim of this paper is to investigate the participants’ (students and teacher) perceptions of flipped learning (FL). Using a case study design, the researcher used multiple data- collection instruments. The collected data were analyzed quantitatively and qualitatively. The conclusions derived from the different analyses were triangulated. The findings reveal that a lot of the participants perceived FL as beneficial in terms of helping students become more responsible of their own learning, more engaged in class activities, and hence more motivated to learn. However, a few students openly expressed their negative attitudes towards this new strategy. The researcher recommends that flipped classroom be used in other courses to turn passive, dependent learners into active, independent learners to meet the demands of the 21st century. Bauer-Ramazani, C., Graney, J.M., Marshall, H. W., & Sabieh, C. (2016). Flipped learning in TESOL: Definitions, approaches, and implementation. TESOL Journal, 7 (2), 429-437. Fahim, S., S., & Khalil, R., M., R. (2016). Flipped teaching and learning in English language programmes in higher education. Proceedings of INTED 2016 Conference. ISBN: 978-84-608-5617-7. Watters, A. (2012). Top Ed-Tech trends: The flipped classroom, inside higher education. Retrieved from http://www.insidehighered.com/blogs/hack-higher-education/top-ed-tech trends-2012-flipped-classroom
Author Information
Najwa Saba 'Ayon, Rafik Hariri University, Lebanon
Paper Information
Conference: IICLLDubai2017
Stream: Blended learning
This paper is part of the IICLLDubai2017 Conference Proceedings (View)
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