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EFL Students’ Perceptions of the Flipped English Language Classroom: A Case Study

Bin-Bin Yu
Lunghwa University of Science and Technology, Taoyuan, Taiwan
Abstract—This paper aims to investigate the feasibility of using the flipped classroom approach for university-level English-as-a-foreign-language (EFL) courses, with particular reference to college students’ perceptions of the new model before it can possibly and successfully be implemented. A total of 310 students from the Applied Foreign Languages department at a university of science and technology in northern Taiwan participated in this preliminary investigation. Questionnaire surveys were conducted with a primary focus on various aspects of flipped teaching practice. Initial findings showed that participants generally had positive attitudes towards the new model. However, there were slight differences in their views between different demographic groups such as gender and sessions. Male students and evening students showed more interest in flipped learning than female students and day students, respectively. Additionally, possible English courses to adopt the flipped classroom approach were also recommended. 
 
Index Terms—flipped classroom, flipped learning, flipped teaching

Cite: Bin-Bin Yu, "EFL Students’ Perceptions of the Flipped English Language Classroom: A Case Study," International Journal of Learning and Teaching, Vol. 5, No. 2, pp. 159-163, June 2019. doi: 10.18178/ijlt.5.2.159-163
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