Examining the Role of Flipped Classroom Approach on English Teachers' Perceptions and Challenges

The flipped classroom approach has gained increasing attention in recent years as a potential solution to the challenges faced by English as a Foreign Language (EFL) teachers in traditional classroom settings. The approach impacts teacher-student relationships, student engagement, and overall learning experiences. Successful implementation requires addressing organizational challenges, redefining teacher roles, and providing professional development support (Alsaedi, ۲۰۲۴). This study aimed to examine the role of the flipped classroom approach on EFL teachers' perceptions and challenges through a qualitative research design. A questionnaire was administered to ۵۴ EFL teachers, and follow-up interviews were conducted with eleven of the participants. The findings revealed that the flipped classroom approach had a positive impact on EFL teachers' perceptions, with participants reporting increased student engagement, improved teacher-student interaction, and personalized learning (Ansori & Nafi', ۲۰۱۹; Lee & Martin, ۲۰۱۹). However, the implementation of this approach presents several challenges for educators. These include technological issues, time constraints, and the need for teacher training and support (Radza, ۲۰۲۳; Lee & Martin, ۲۰۱۹). Students may also face difficulties adapting to the new learning style, particularly in terms of technology access and understanding their responsibilities. Despite these challenges, studies have shown that both teachers and students generally have positive perceptions of the flipped classroom approach (Ansori & Nafi', ۲۰۱۹; Sung, ۲۰۱۵). To successfully implement this approach, institutions need to provide adequate support, resources, and professional development opportunities for teachers (Radza, ۲۰۲۳; Sung, ۲۰۱۵).

کلیدواژه ها:

Flipped Classroom Approach ، English as a foreign language (EFL) ، Teachers’ Perceptions ، Teachers’ Challenges ، qualitative research