The Flipped Classroom: A Story from an EFL Classroom in Indonesia
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| Title: | The Flipped Classroom: A Story from an EFL Classroom in Indonesia |
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| Language: | English |
| Authors: | Suparman, Asep (ORCID |
| Source: | MEXTESOL Journal. 2023 47(2). |
| Availability: | MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Flipped Classroom, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Internet, Access to Education, Technological Literacy, Teaching Methods, Active Learning, Personal Narratives, Educational Experience, Barriers, Educational Benefits, Language Teachers, Teacher Attitudes, Undergraduate Students |
| Geographic Terms: | Indonesia |
| ISSN: | 2395-9908 |
| Abstract: | In recent years, the flipped classroom instructional model has been the subject of interest of many researchers and practitioners in various fields, notably for its potential to improve learning outcomes, promote active learning, and enhance student engagement. However, a fairly extensive literature shows that with these advantages come challenges. This study was conducted to examine how a teacher and students perceived these advantages and challenges. Their experience of implementing a flipped classroom was documented through written narratives and interviews, from which we concluded that the flipped classroom provided a good platform for active learning as the role of students shifted from passive classroom attendees to active participants. However, successful implementation of a flipped classroom required students' learning autonomy and technological aptitude in addition to a reliable internet service. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1397165 |
| Database: | ERIC |
| Abstract: | In recent years, the flipped classroom instructional model has been the subject of interest of many researchers and practitioners in various fields, notably for its potential to improve learning outcomes, promote active learning, and enhance student engagement. However, a fairly extensive literature shows that with these advantages come challenges. This study was conducted to examine how a teacher and students perceived these advantages and challenges. Their experience of implementing a flipped classroom was documented through written narratives and interviews, from which we concluded that the flipped classroom provided a good platform for active learning as the role of students shifted from passive classroom attendees to active participants. However, successful implementation of a flipped classroom required students' learning autonomy and technological aptitude in addition to a reliable internet service. |
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| ISSN: | 2395-9908 |
