Learning in a flipped english classroom from university students' perspectives

Abstract

This study set out to explore university students' perceptions of learning English as a foreign language in a flipped classroom. In this study, a flipped learning task was proposed as a means to promote the students' active learning, which required them to watch teacher-selected conversational videos online, transcribe the video content, and make a role-playing video with an assigned partner based on the transcribed text. The results showed that the majority of the students had positive perceptions in terms of the attainment value, intrinsic value, utility value, and satisfaction of the flipped learning task. They considered the flipped learning task facilitative mainly because of the increased use of English in and out of class, the enhanced English learning motivation, and their improved confidence in using English, although a few of them felt that the task was rather difficult and time-consuming. These findings thus offer practical insights for English language teachers.