EFL Teachers' Perceptions of the Impact of the Flipped Classroom

Abstract

Self-regulated learning is increasingly recognized as a necessity for English language learners, as it fosters their autonomy and responsibility in the learning process. In this regard, to promote this skill in the English as a foreign language context, the flipped classroom approach has emerged as a promising instructional model. This study investigates English language university teachers' perceptions of the impact of the flipped classroom approach on students' self-regulated learning. Accordingly, the study is guided by the following research questions: (1) How important is self-regulation in learning English from the perspective of university teachers? (2) What are the perceptions of English language university teachers regarding the impact of the flipped classroom approach on students' self-regulated learning? To achieve the aim of the study and answer the research questions, a quantitative questionnaire is designed and administered to 60 English language university teachers from different regions of Algeria. The collected data were analyzed using Statistical Package for the Social Sciences version 24. The findings reveal that teachers perceive self-regulation as highly important in learning English as a foreign language. In addition, they express favorable views toward the effectiveness of the flipped model in enhancing students' self-regulated learning across its cognitive, metacognitive, motivational and affective, and behavioral dimensions. The study recommends integrating the flipped classroom approach into teaching practices and encouraging learners to adopt a positive attitude toward independent learning and actively engage in their learning process. The study also suggests conducting experimental research to provide empirical evidence on the effectiveness of the flipped classroom approach in developing students' self-regulated learning