Flipped Classroom: A Case Study on the Perceived Benefits and Challenges of Flipped Learning for ESL Teacher Candidates
Abstract
Flipped classrooms have recently emerged as a very innovative approach in teaching and learning English as a Second Language, more specifically by the ESL teacher candidates in higher education institutions. The present study investigated the perceived benefits and challenges of flipped learning in the context of ESL teacher candidates. The subjects of the present study were 50 participants who underwent a structured survey, out of which 10 participants were randomly chosen for in-depth interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. The results showed that flipped learning increases student engagement, promotes collaborative learning, and allows for more individualized instruction; some of the challenges noted in this study involved various technological problems and initial resistance from students. This study highlights how the flipped classroom model can transform language education through active learning and enhancement of critical thinking skills among ESL teacher candidates. These findings therefore gave good lessons that can be learnt by educators who wish to apply flipped learning; potential challenges such as access to technology and the preparedness of students have to be considered in implementing it. This study underlines continuous needs for professional development on the part of educators in adopting new teaching methodologies and points toward the future of studies in terms of the long-term effects of flipped learning in ESL contexts.
Keywords
flipped classroom, ESL, teacher candidates, higher education
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