THE ATTITUDES OF ENGLISH LANGUAGE LEARNERS’ TOWARD FLIPPED CLASSROOM MODEL

Abstract

The present study examined the attitudes of English Language Learners in Flipped Classroom and provided detailed information about their views on the pre-class learning materials and activities utilized in this flipped classroom experience. The study also aimed to investigate the benefits and drawbacks of the model. Lastly, the study also looked at English Language Learners’ attitudes about the pre-class learning experience and materials. The present study followed a pre-experimental One Group Pretest-Posttest research design. There was a four-week intervention of flipped classroom implementation between the pre-test and the post-test. To obtain these aims to benefit sequentially from both quantitative and qualitative data collection methods. The study was conducted with 133 English language learners at the School of Foreign Languages at Çağ University. The participants of the study were selected through purposive sampling for collecting quantitative data and through simp random sampling for collecting qualitative data. The participant students had hybrid education for a whole year at Çağ University. The results indicated that English Language Learners’ attitudes toward the FC model were mostly negative. However, The participants were more positive about in-class applied activities, experiential learning, peer learning, and group learning after FC experience. On the other hand, the problems they faced were mainly about the absence of immediate feedback from the teacher and the workload of pre-class preparation. It was discovered that the student and instructors should be prepared for flipped education in modest increments, and the curriculum should be meticulously designed to accommodate flipped education.