STUDENTS’ PERCEPTIONS OF FLIPPED CLASSROOM IN EFL LEARNING
DOI:
https://doi.org/10.47178/kn9f8t51Keywords:
flipped classroom, EFL learning, students’ perceptions, independent learning, english language learningAbstract
This study investigates students’ perceptions of the implementation of the flipped classroom strategy in an English as a Foreign Language (EFL) context. A quantitative approach was employed, involving 33 sixth-semester students as participants. Data were collected using a five-point Likert-scale questionnaire designed to examine students’ perceptions of several aspects, including comprehension, motivation, engagement, self-confidence, and challenges encountered during the learning process. The findings indicate that students’ perceptions of the flipped classroom strategy were generally moderate to positive. The highest response percentage, 72.7%, showed that the learning materials provided before class helped students understand the lesson more easily. The flipped classroom also provided opportunities for classroom interaction and language practice. However, the results should not be interpreted as fully positive, as only 33.3% of students stated that they generally liked the method, while 36.4% perceived improvement in their English ability and self-confidence. In addition, several challenges were identified, including difficulties in independent learning, time management, and limited internet access. These findings suggest that the flipped classroom can support EFL learning, particularly in improving students’ preparation and classroom participation, but its implementation requires careful planning, accessible learning materials, and sufficient support for students’ independent learning.
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