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English as a foreign language is mandatory at all levels of education in Saudi Arabia. Despite
this, the Saudi students have been known to demonstrate very limited ability in learning
English and utilising it effectively (Al-Seghayer, 2015). The Saudi Arabian government has
the top most priorities. It remains a cause of worry that despite the tremendous political will
and effort on behalf of the policy makers, there is little achievement in the way of improving
English communication amongst Saudi students. Numerous studies have pointed out that
Saudi Arabian secondary school students lack in all four components of English language
areas: reading, writing, listening and speaking (Fareh, 2010). Academics have shown that
learning English remains one of the critical challenges in pedagogy in Saudi Arabia, with
students acutely limited in their ability to communicate in English (Al-Hamlan, 2013). One of
the major obstacles in the path of effectively learning English is that students are not exposed
to it outside of the classroom. Additionally, there are low levels of motivation amongst
students with regard to learning English as a foreign language. Hence, the Ministry of
Education in Saudi Arabia has chosen to implement technological reforms, as part of the
solution (Alresheed et al., 2015). There have been studies conducted within Saudi Arabia to
investigate the scope of technology as a learning aid (Al-Kathiri, 2015; Al-Shehri, 2011).
These studies point out that integrating technology to enhance self-learning as well as to
expand students exposure to the target language has had a significant impact on students
English proficiency levels and attitudes towards learning in general. However, one of the
most popular pedagogical instruments which utilises technology is the flipped classroom
model, has not yet been documented within the scope of teaching English as a foreign langue
in Saudi Arabia.
The flipped classroom model is a pedagogical tool which extensively utilises technology in
order to impart lessons to the students. Its unique because these lessons are given via audio-
visual platforms outside of the classroom. This enables the teacher to free up the classroom
time for activities, group exercises, discussions and projects relating to the lesson given
outside of the classroom. Thereby, flipping the classroom, in the sense that instructions are
given via technology outside of the classroom and application of those instructions are
carried out in-classroom. In the recent decades, flipped classroom model has been a
disruptive force in education. It has significantly altered the traditional concepts and beliefs
around classroom teaching and learning practises. One of the main fundamental principles of
this approach is to afford greater levels of autonomy to the student, by giving them control
over their own learning. In terms of its application in teaching English as a foreign language,
the learner could greatly benefit in terms of active participation, increased communication
and interaction opportunities and overall higher levels of proficiency (Hung, 2012 ; Sung,
2015).
While there is ample evidence to support the claim that flipped classroom model is highly
effective in enhancing student achievement and increasing engagement, it has never been
applied in the Saudi education system. Therefore, the primary aim of this study is to conduct
and evaluate the impact of the flipped classroom model in a Saudi secondary school. The
scope of this study also extends to evaluating the attitudes of the students and educators about
this approach to teaching English. This study will also attempt to estimate whether the flipped
classroom model could be a viable solution to the challenging issues of the EFL program in
Prior studies which have documented the application of the flipped classroom for teaching
participation, motivating students, and overall performance. However, no such study has been
carried out in the Saudi context. Furthermore, the Saudi EFL learner is subject to specific
classroom.
This is mainly because of two reasons: Firstly, vast majority of the EFL learners will engage
in passive learning, as the only mode of teaching methodology utilised is heavy on grammar
(Alrabai, 2016). Researchers argue that teacher plays a pivotal role in teaching English, and is
often the only source of knowledge. Teachers utilise recommended textbooks from the
ministry of education, but rarely ever make any attempt to include other resources in their
pedagogy. This has caused the students to become passive learners with lowered levels of
motivation to actually practise English in real life scenarios. One of the main features of the
students to engage in self learning outside of the classroom, and applying that learning in-
The second reason relates to the limited opportunities available for the Saudi EFL learners to
practise their English communication skills outside of the classroom. Furthermore, the
curriculum is designed in such a way that it does not promote the learner assume an active
role in their learning process. It is due to the fact that learner-centric pedagogy is largely not
practised in the Saudi education system (Al- Hamlan, 2013; Alrabai, 2016). Another aspect of
the curriculum which hinders the EFL program is that it is not designed with group learning
and activities in mind. Engaging in group activities and exercises is critical to learning any
new language skill. Scholars have identified that the key aim for the EFL program is to
enable the learner to be able to use English language effectively in real life situations. This is
The next section of this study will carry out a thorough analysis of the current literature
surrounding the Saudi education system, its impact of the EFL program, and the application
of the flipped classroom model. In doing so, we will endeavour to highlight the key theories,
current discourse and conduct an analysis of the issues surrounding the application of the
The Ministry of Education has identified teaching English as a foreign language (EFL) at all
increasing need for the Saudis to integrate themselves and compete in the global market
place. In the recent times the kingdom of Saudi Arabia has acknowledged the need for
becoming a diverse economy which is not heavily dependent on Oil. The current trend in the
progress. Therefore, it becomes pertinent to equip the Saudi work force with the tools
necessary to be able to compete with the knowledge based economies of the world.
Communication skills are quintessential in this regard, with English widely regarded as the
business language of the world. Hence, in the recent years there has been a surge in the
education there remains some challenging issues about the student population, tutors as well
as the curriculum in place. Previous studies have indicated towards the lacks of
communication practice (in English) amongst the peers as the leading cause for their low
proficiency levels in speaking English (Al-Seghayer, 2015). Other studies have pointed out
the need for increased support and opportunities for the Saudi students within classroom
environment in order to enable them to develop the neccesary cognitive skills (Al Hamlan
2015). This issue arises from the grammar heavy teaching styles where excessive focus is
placed on teaching correct grammar, however with little to no efforts made to teaching the
Researchers have attributed the shortfalls in the EFL program within Saudi educational
institutions to factors such as passive learning on behalf of the students (Rahman 2013,
Alhaisoni, 2013). Others have even pointed out to the flaws of the traditional pedagogical
culture within Saudi Arabia where the teacher assumes the role of a controlling tyrant within
classrooms with strict discipline applied around teaching (Alrabai, 2016). It can be argued
that such a regime will have adversely negative impact on the students ability to learn. Often
such teaching styles induce anxiety, fear of learning and other long term psychological
disorders (such as Radophobia fear of getting beaten) within the students. Alrabai (2016)
argues that a teacher-dominated style of learning is a big factor when it comes to students not
developing the necessary language skills. Another major challenge towards learning English
is the lack of social structure within Saudi Arabia where English could be utilised for the
Arabia with all social structures utilising it for communication. Thus, there is no natural
setting where English could act as the sole tool for communication within Saudi Arabia.
Other challenges relate to the bureaucratic processes within the education sector in Saudi
Arabia. The education policymakers in Saudi Arabia have attracted criticism from the
academic community on accounts of being negligent of the students needs, scope and use of
English (Alrabai, 2016). Often the EFL adopting schools and universities do so as a means of
attracting government subsidy, with little focus on developing a robust teaching strategy and
curriculum.
Empirical evidence collected from Saudi peers show a clear preference for additional
studying resources other than the text books in order to learn EFL. Saudi students prefer
technology as an aid to learn English. Teaching methods which are technology based such as
the Smartboards have reported a positive impact in Saudi schools (Al-Kathiri, 2015).
Studies have pointed out to the distinct advantage which technology can afford in enhancing
the exposure to the target language in native like contexts, thereby improving the levels of
proficiency in the target language. Additionally, there is also a need for developing a teaching
strategy which provides greater autonomy to the students and increase their involvement
There is evidence to support the claim that flipped classroom model has resulted in improved
student proficiency levels in areas of English language such as reading, writing, listing and
speaking (Kang, 2015; Hung, 2015). Applying a flipped classroom model has resulted in
2015). Flipped classrooms also increase the students cognitive ability and helps improving
listening comprehensions (Han, 2015). Other areas of teaching English have been reported
from the flipped classroom approach such as grammar, vocabulary, oral fluency skills and the
overall student confidence with regard to communicating in English (Marek, 2016; Kang,
2015). Additionally, studies have claimed to increasing student engagement and promoting
active learning with the flipped classroom model (Hung, 2015). This claim is supported by
findings such as students autonomously took initiatives in finding the right learning material
and sift through different resources which they deemed necessary to be able to complete their
unfinished projects (Han, 2015). This displays motivation and active interest in learning
English.
Attitudes and Perceptions towards the Flipped Classroom Strategy in English Classes
There appears to be a diverse perception of the flipped classroom model amongst students.
While some students report positive impacts of the flipped classroom strategy such as being
able to better understand the course content, others complain about the complexity of
engaging in out of classroom instruction (Homma, 2015). However, statistically the overall
impact of flipped classroom model has been positive (Kang, 2015). Peers experience a
heightened sense of confidence and motivation to engage in classroom teaching when they
come to the class already prepared and acquainted with the course content (Basal, 2015;
Another distinct advantage of the flipped classroom model is the access to vast and diverse
amounts of e-learning resources it exposes the students to. This creates a positive impact
about the learning process and overall attitude of the students (Obari and Lambacher, 2015).
Studies have also reported that applying the flipped classroom model makes the learning
process more interesting, fruitful and satisfying for the learner (Kostka, 2015; Lockwood,
2015). Flipped classrooms also enables the integration of e-communication mediums outside
of the classroom where peers are able to share their learning experience, get feedback and
engage in discussions about the subject (Hsieh et al., 2016). Having such a communication
framework based outside of the classroom greatly helps in relieving the student anxiety and
fear of pressure of an immediate reply, which they might often hesitate to ask in classroom.
There is contention within the academic community that flipped classroom model could be
highly effective with teaching EFL with in the Saudi education system. The reason behind
such enthusiasm is the proven track record of the flipped classroom model from around the
world in improving student performance and overall enhancing pedagogy. Latest example
would be of Turkey where flipped classroom model has produced significant success in
improving high school results in major cities such as Ankara and Istanbul (Malik, 2016).
At present there is little empirical studies conducted in the use of the flipped classroom model
for the purpose of teaching EFL. Flipped classroom model has only been documented within
certain educational fields. For instance, Al-Zahrani (2015) in his study of the flipped
classroom model within Saudi schools reported initial difficulties for the students to
familiarise and adopting the model. This was mainly due to the limited planning and
It becomes fundamental to delve deeper into the current literature surrounding the flipped
classroom model in order to explore its application, strengths and weaknesses from a vantage
point. Doing so will enable the scope of this research by developing the correct flipped
The flipped classroom model originated in the United States where it evolved as a method of
enhancing pedagogy. Precisely, it originated at Harvard University in the late 1980s. The
motivation behind it was to develop a teaching strategy which would enable Harvard
University students to assume more control over their own learning process (Mazur, 1991).
this largely remained a big challenge owing to the technological constraints of the time.
Therefore, the early models of the flipped classrooms remained largely limited in their scope
and affect. Nevertheless, they were still considered hugely effective in revitalising student
interest in some of the subject areas considered as dull and unattractive (Foerstsch et al.,
2002). The flipped classroom model evolved with the advent of the internet. It was able to
utilise the pool of educational content in the form of audio and video lessons by combining
Sams. They are widely regarded as the pioneers of the flipped classroom model, accredited
with ushering the flipped classroom model into mainstream pedagogy. Bergmann and Sams
started using the flipped classroom model to teach in secondary schools, although it was not
long before they realised its potential in nearly all levels of education. It was realised that
utilising the flipped classroom model could have significant effect on the overall student
achievement and motivate students to better engage with their studies. Bergaman and Sams
were able to revolutionise the flipped classroom model by shifting its focus completely on the
student centred style of teaching. Doing so proved largely successful, with more reports of
increased student achievement. Key feature of their model was to afford the student
allowed students the ease of learning at their own pace, and as they did, they became more
The critics of the flipped style of learning have argued that by applying the flipped classroom
model, the role of the teacher is gradually diminishing, as students assume greater levels of
autonomy over their own learning process. Arguably, this would lead pedagogy into a state
where teachers are disempowered and merely viewed as administrative tools. On the other
hand, proponents of the flipped classroom model argue that this could never be the case as
flipped classrooms are administered by trained educational professional who are equipped to
steer the course of learning whilst affording greater control to the students over their learning
process (Bergaman & Sam, 2012). A second argument in support of the flipped classroom is
the level of ease it affords to the students, such that they dont have to worry about wasting
classroom time. This is viewed as a major problem in classrooms all over the world, where
peers shy away from engaging if they feel the pace of the classroom is too fast. In this regard
Uniqueness property relates with the level of flexibility which the flipped classroom affords
the students. This is essentially to say that no two flipped classrooms will be the same in
terms of their structure, design and application. At the same time, there is robust guidance
offered by Bergman and Sams, which states that the real advantage of the flipped classroom
model is not in the instructional videos and other educational content which is made available
to the students. Rather it is the amount of time which is effectively saved by employing the
flipped classroom model. This strategy serves as the guiding principle for new educators who
are looking to implement the model. The time saved in classrooms could be utilised for
designing and implementing more dynamic and engaging activities for the students. This is
essentially to say that the time which would have used for lecturing under a traditional
approach could now be used active and experiential learning to engage the students higher
Blooms Taxonomy advocates the designing of curriculum and teaching techniques which
promotes analysing and critically evaluating concepts. Such an approach is often regarded
as stimulating recall and recitation (Bruner, 1978). By switching the classroom instruction
with other collaborative learning activities the flipped classroom model has been able to
this way the students are able to enhance their skills in key areas such as inquiry, synthesis
and assessment (Bloom, 1956). This indeed can also provide an incentive for the tutors into
fast tracking the pace of the classroom and pushing more students into higher levels of
intellectual learning.
POGIL Model
If there is a parent model for the flipped classroom model, it would be the POGIL Model
(Process Oriented Inquiry Guided Learning). Begaman and Sams attributed the ideas which
led to the development of the flipped classroom style of teaching to this early method. It is
essentially the process of utilising inquiry guided learning to deeper explore a subject area
and indulge in critical thinking by the students. Famously, this approach has been accredited
with increasing students motivation and enabling use of higher cognitive skills by the
students.
In essence, both flipped classroom and POGIL model rest upon the same principle, i.e., to
allow greater autonomy to the students. Doing so enables the transformation of the classroom
studies which have attempted to assess the impact of the POGIL model have reported highly
positive results in terms of increased student engagement and overall achievement (Hanson
&Wolfskill, 2000). It would be fair to assert that this indeed serves as a promising indication
Critics of the flipped classroom model are mainly concerned about the passive role of the
teacher under such a style of learning. For instance, Kronholz (2012) argues that flipped
classroom should indeed be treated with precaution, as it may very well be able to damage
the intrinsic fibre of pedagogy that is the relationship between students and teachers.
To illustrate his point, he points out to the increasingly diminishing role of the teacher under
the flipped classroom model. According to him, teachers will be reduced to mere
administrators in the learning process instead of being educators. This argument is backed by
the findings of a study into the online free access lectures available such as YouTube
(Bingham, 2011). The findings revealed that such platforms are indeed highly effective.
However, the study also points out to drawbacks of such platforms such as the lack of clear
direction for future learning. This is to say that without proper direction for the pace and
Bingham argues about the ill effects of the flipped classroom model in terms of lowering the
standard of expectation from teachers when it comes to imparting education. He argues that
teachers ability to control and steer the classroom, as well as sharing wisdom and knowledge
will gradually diminish under the flipped classroom model (Bingham, 2011). It can be argued
that although it is a radical way of thinking, it does bear fair warning for the future. In other
words, extreme application of the flipped model could lead us into permanently developing
teacher-less classrooms. This would definitely had been the result of over experiential
Counter argument is that most of the criticism of the flipped classroom model is due to the
miscomprehension of the model. The critics fail to acknowledge that under the flipped
classroom model teacher plays an integral role in steering the direction of the classroom, and
therefore could never be replaced. This feature is missing in online video learning platforms,
therefore, it leads to aimless learning with no proper goal. With that being said, the role of the
educator is indeed deeply altered under the flipped classroom design. The perception of the
teachers is also somewhat dubious. While most teachers regard flipped classroom as highly
effective and excellent method of teaching, there is also a growing feeling of being felt
disempowered and redundant in long term application of the model (Gardner & Hatch, 2012).
It should be noted that flipped classroom rests upon the ability of the tutor to design,
implement and steer the course of learning. Flipping the classroom only reformulates the time
classroom time, now available for active learning rather than mere instruction.
As the flipped classroom has gained momentum, there have been a significant amount of
studies on its impact in improving student performance. As a good guiding principle, most of
these studies have focused on four aspects of learning under the flipped classroom model.
These include:
Offering higher levels of control to the learner hence, effectively shifting the
Developing a new breed of educators which are highly equipped at dealing with a
In addition, the flipped classrooms also offer the chance for the teachers to get involved at a
deeper level in their own pedagogy in an environment which is highly pupil centric.
Researchers have widely referred to the flipped classroom model as to be more rigorous and
Academics believe that the flipped classroom has the potential to offer a better learning
environment in situations where the teaching resources are limited (Lage et al., 2000). This
relates to the models ability to transform everyday classroom sessions into hub of
collaborative exercises, practical learning without causing additional strain on the teaching
resources.
For the flipped classroom to remain effective, it is essential to keep the size of the classroom
comparatively smaller than normal classroom. Doing so promotes the delivery of an intimate
session. This is also viewed as significant challenge under the model, as doing this could be
logistically demanding.
Numerous studies have pointed out to the advantages of the flipped classroom model in
retention, critical thinking and increased level of individual achievement (Minhas et al.,
2012). Utanir (2012) defines collaborative learning as learning in a pair or group, where ones
own understanding is shared and advanced by learning of others experiences. This method of
learning has widely been accredited with enhancing cognitive functions and developing
problem solving abilities. Additionally, students also experience increased interactivity and
It can be argued that a flipped classroom will be better equipped to involve a collaborative
style of learning in comparison with traditional classrooms. This is mainly due to the fact that
flipped classrooms utilised the free classroom time for engaging in collaborative activities
like discussing the learning content, experimenting with new projects or even critically
analysing existing theories. Researchers have demonstrated that applying the flipped
classroom approach could transform the classroom into an active learning environment,
instead of being dens of passive learning (Overmyer& Willie, 2012). It is widely regarded
that this aspect of the flipped classroom model is what enables the students to perform better
study. Different approach to social research methods will be compared and contrasted in
The aim of this study is to explore and investigate the impact of applying flipped classroom
A primary research design was adopted as a means of obtaining qualitative data specific to
this study, thus enabling a rounded conclusion. There are several mediums of conducting a
primary research such as surveys, questionnaires and interviews. The research design
particularly benefitted from observational techniques and semi structured interviews with the
The advantage of using a qualitative approach is that it enables eliciting of information which
is interpretative and theoretical in nature (Brennen 2012, pp-113). A qualitative data is an apt
fit where lived experiences and subjective opinions are to be analysed and interpreted. As
journalistic based research projects. Since, a qualitative approach facilitates the understanding
of various factors such as the supposed relationship between disparate groups or mediums. A
qualitative approach particularly fits this research study because the aim is to deduce detailed
and in-depth ideas and opinions from a cohort (Students and Teacher). Additionally, the aim
of this study is not generalise the findings, but rather to highlight the impacts of flipped
approach, on the other hand could be useful in validating the results and findings of this
study. I urge further researchers to deploy a quantitate enquiry into the subject.
Interviews as primary data collection method Vs. Observation as secondary data
collection method
considered robust when trying to get an understanding of the opinion and outlook on a
subject matter. Semi structured interviews facilitates the sharing of the interviewees
experience, opinion through means of stories, accounts and explanations. Since the research
question in this study are based on collection of subjective and detailed enquiry into the
interviews would be the ideal method of qualitative data collection. Furthermore, the research
design has also been taken into due consideration which will require a certain degree of
information disclosure which can only be effectively done through semi structured
interviews. Other means of data collection such as surveys, structured questionnaires etc.,
lack the required level of engagement to elicit useful information. Semi structured interviews
also provide the scope of probing and following up on questions in case of an interesting
Observation will be a secondary method of collecting data about the operational aspect of the
class room functioning. The data collected will be interpreted in light of the existing literature
to offer additional support to the findings. Observational aspects for this study will include
areas such as: How flipped classroom is working in practise in the in-classroom sessions;
Whether or not the students are engaging in collaborative learning? How well are the
Interview Structure
The interviews conducted were conducted with both students (Focus Group) and the Teacher.
The main aim of these interviews is to shed light on the effectiveness of the flipped classroom
style of teaching in teaching English. Inductive coding was utilised to structure the interview
questions. Doing so enabled a coherent structure of the interview process which revolved
around key aspects of learning process, attitudes towards flipped classrooms, scope for
improvement. The aforementioned subject areas were divided into categories, each
containing a set of questions specifically designed to elicit the respondents expert opinion.
At the same time, it should also be acknowledged that sampling issues such as the relatively
smaller size of the cohort does not necessarily guarantee a complete extrapolation of the
groups opinions and beliefs (Olubumni 2013, pg 103 106). Hence, keeping that in mind,
every interview question was designed with added probes to lead the interview in the
direction of best answering the research question. This created a stronger framework which
The limitation in sampling pertains to the non-randomness within the sample. This is due to
the fact that classes are already divided at the start of the school year. Hence in the absence of
Participants
The total number of participants in this study is 35 (n=35), which is conducted on students
who were learning English as a foreign language at Umm Al-Qura school in Arras (Saudi
Arabia). A particular advantage that came from tactical sampling is that students in the
subject group were already familiar with the concept of flipped classroom model. The school
uses Smart-board technology for teaching particular modules, such as maths, computer
sciences and Science. Therefore, the participants were already familiar with the use of outside
classroom video lessons for in class-room activities. The teachers teaching in the subject
group were also adequately trained with the application of the flipped classroom model.
Study Design:
As part of the flipping design, a sample of educational content was put together via various
educational sources such as YouTube channels. The videos were then uploaded onto the
schools Smartboard video portal where students could access it prior to the classroom
sessions. The entire process allowed a time lag of 1 days, which was utilised to curate
content, final edit, before it was uploaded on the schools Smartboard portal.
Additionally, students were also encouraged to share their views on the quality of the
educational content by leaving their comments online. They were also required to ask any
questions about the educational content if it related directly with their learning process.
During the classroom sessions, teachers began by welcoming any specific comments about
the study material and answering any queries or doubts about the study content which the
students had. Following this, collaborative activities designed to poke the students
understanding of the content were conducted in groups of 4s. The activities were also
designed to increase student autonomy by means of allowing them to act as the scorers as
well as the examinees. Each group of 4 was required to mark and correct the test of their
It was followed by individual exercises to test the level of individual understanding of the
The teacher played the role of an invigilator by allowing control of the classroom to the
students and occasionally intervening to steer the course of the learning process.
The researcher took observational notes every few minutes about the progress of the class,
teaching styles, levels of student engagement and overall direction of the lesson. The daily
EFL class period is of 45 minutes. In each classroom session students learned an individual
grammar lesson.
At the end of each class, 5 students (Focus Group) were asked to give semi structured
interviews on the scope of the effectiveness of the flipped classroom model, as well as to
gather information about students perception. Teachers were also interviewed as part of the
study to investigate the application of flipped classroom model from their perspective.
Data Analysis:
Observation Techniques: Observation techniques were utilised in this study. They were
aimed at gathering data regarding the students perception of the flipped classroom teaching
model.
The observation notes comprised of a list of questions, sought to gather information regarding
conducted in the classroom and the overall accessibility of the online educational content.
Semi-Structured Interview: in order to gather additional qualitative data about the students
experience of the flipped classroom model, semi structured interviews were conducted. The
purpose was to enable the students to put forward their views, opinions, specific comments
Questionnaire: Questionnaires were utilised in this study. They were aimed at gathering data
regarding the students perception of the flipped classroom teaching model. The qualitative
students perception. It used multi scale for marking (strongly agree, agree, neutral, disagree,
Observation is a highly effective tool for gathering qualitative data (Bryman, 2002).
Observation has a distinct advantage over other forms of methods used for qualitative data
collection. This advantage relates to the possibility of negating not getting appropriate or
insufficient responses from the participants. This study will utilise observation techniques in
order to be able to compare the observations with the current literature. While semi structured
interviews and questionnaire would be sufficient in providing data for the student and
teachers perspective of the flipped. However, only observation will provide the opportunity
to gather information regarding the functioning of the flipped classroom design and how it
Below are some of the key points for observation. These points will act as guidelines in
directing the scope of data collection through observation. It should be noted that this list is
not exhaustive, i.e., unanticipated observations may well surface during the course of the
study, which would then be duly included and reflected upon as part of this study.
Is the flipped classroom design consistent with the guidelines shared by Bergman and
Sams?
How equipped is the teacher in handling the structure of the flipped classroom
design?
What is the level of teacher-student interaction? How does it relate with a normal
classroom?
Is student engagement consistent? Do the students appear to be watching the videos
before classroom?
minutes?
Does the students English proficiency appear to be improving with each class?
Are students raising questions which are outside the scope of their English lesson?
the reliability of the questionnaires. It was found to have a value of 0.911 Cronbachs Alpha.
Additionally, the questionnaire was also analysed by two experts who contributed towards
Ethical Considerations: Ethical issues are highly significant in a qualitative based research
project. According to Saunders et al (2003, pg- 67), ethical issues in a qualitative study relate
to the appropriate conduct on part of the researcher in line with the participants within the
study. The key ethical consideration which should be considered when conducting semi
structured interviews relates to the power imbalances which could be there between the
researcher and respondent. Due to this, it becomes likely that the respondent may be swayed
to disclose information, which they might later regret or not be fully comfortable with talking
In this study, all steps were taken to maintain integrity and respect the delicate structure of
power imbalances within the interview process. The issue of power imbalance is adequately
addressed by careful choosing of the interview questions, and following the interview
selecting what will be included within this study. According to Brennan (2012: 31-33) it
remains the moral obligation of the researcher to ensure that no physical and emotional harm
is endured by the respondent in the process of gathering information for their study.
Therefore, there could be no scope for deception regarding the intention of the qualitative
study. Thus, all respondents were duly informed about the exact purpose of this study, which
language. The respondents were also informed about their right to withdraw from the study at
Limitations: As discussed at the offset of this chapter, the key limitation of this study relates
to the non-random sampling process. However, there are sufficient checks conducted in order
The results obtained in this study may not be accurate in comparison to other similar studies
which have been conducted for longer durations. Nevertheless they provide a sensible
The next section will put forward the findings and results of the study in a structured manner
which will then be discussed and analysed in the following section after it.
CHAPTER4: FINDINGS AND RESULT
In this section, the results of the data collected from the study will be presented. Notable
amount of this section will focus three main components of data collection: observational
inferences, data collected from semi structured interviews with the teacher and the focus
Student Perception: The data collected from the semi structured interviews reveal that the
focus groups overall perception and attitude towards the flipped classroom is positive.
The students indicated to having better communicational abilities during the collaborative in
class activities as well as increased autonomy. The students also reported a better learning
experience and increased levels of interest in learning English as a language. The student
responses were administered via qualitative questionnaires which were analysed using SPSS
with the help of Likert scale: strongly agree, agree, neutral, disagree and strongly disagree.
gathering data around the level of in class activity and interaction in the flipped classroom
model. Questions were directed at evaluating the levels of communication in the classroom
activities. Analysis of the data revealed that students strongly agreed with there being
Levels of Student Autonomy: The questionnaires also included questions which were
directed at exploring the levels of student autonomy in the flipped classroom model.
Questions asked whether the students felt encouraged to develop their own learning process
in the flipped classroom model. Most students felt neutral in this regard (Mode =3). The
response indicated to negative feedback in terms of assuming autonomy in the learning
process (Mode=2).
Quality of the online video tutorials: Questions 5 and 6 of the questionnaire seek to
evaluate the use of knowledge gained from the online video tutorial and its application in the
classroom activity. In this regard, most students agreed that the online content of the video
tutorial better equipped them to deal with the in-classroom collaborative activities (Mode=4).
The students also agreed that online video tutorial have practical implications which could be
used in real life scenarios. However, the students gave a neutral response to whether they
could have improved the content of the video content by adding anything to it.
Ease of Access: Question 8 & 9 were designed to test the students view about the level of
ease of access to the online video content. As anticipated this parameter resulted in an overall
consensus indicating ease of accessing the online videos outside of the classroom. This is
partly maybe due to the fact that students are already familiar with the schools Smartboard
video portal. In regard to evaluating whether the online video tutorial helped students
Overall Perception of the Flipped Classroom Model: Question 10 & 11 were designed to
elicit if the students have a positive outlook about the flipped classroom design. They were
asked about their overall experience of the flipped classroom design and whether they would
be happy to resubmit to such a study. In this regard, the responses were mainly neutral
(Mode=3). However, the overall perception of the students appeared to be positive and in
Favourable Elements in the Flipped Classroom Model: One of the innate features of the
flipped classroom model is that every flipped classroom will be tailored according to the
needs of the cohort. This is essentially to say that no two flipped classrooms will exactly be
the same, even though they are constructed on the same principles. Therefore, in order to
identify which elements of the flipped design the students considered favourable becomes
important.
The classroom appears to be divided in this regard. 13 students responded in favour of the out
of classroom learning, 15 favoured the in-classroom discussion of the syllabus content and
Other features such as easy access to online content, assessment style and feedback, and extra
time for study received little votes from the students in regard to being the most critical
two open ended questions for students which were directed towards gathering their
perception of the flipped classroom model. The questions also asked for any feedback which
the students feel would improve the flipped classroom design. The responses on these two
open ended questions were analysed using MS-Excel after being statistically encrypted.
Q. Which other factors do you think have helped improve your learning process in the
The response rate to this question was roughly about 55 per cent. After analysis the students
favoured the in-classroom collaborative group activities and ease of watching online videos
outside of the classroom. Of those who responded to this question, majority of them
mentioned the role played by the increased level of autonomy in enhancing the students
learning experience. Additionally, the students also mentioned having the teacher guide the
in-classroom learning and collaborative study amongst peers as valued elements of the
flipped classroom.
Q. How would you improve the flipped classroom? Please share any feedback or
suggestions.
This question received some anticipated and some interesting comments from the students.
The students suggested adding more choices of online video contents, having competitive in-
classroom activities in addition to the collaborative ones and running the flipped classroom
style of learning for longer durations. Interestingly, the students also reported they would be
interested in having the flipped classroom model applied to other subjects apart from English
Semi-structure interview
The main aim of the Semi-structured interviews was to gain qualitative feedback from the
students about their perception and learning experience of the flipped classroom model. The
Q1) Was it tough for you to manage to find the time to watch the online videos? How much
Response to this question varied from student to student. On average most students reported
anywhere between 20 minutes to 30 minutes for every lesson they had to put aside in order to
fully grasp what was being taught in the video. Some even reported as little as only 10
minutes. The average length of the videos was below 12 minutes, as this is the prescribed
level by most education experts depending on the cognitive abilities of the students.
Some students also reported that they struggled to keep up with the online videos due to other
All the students responded positively to this question. The key theme in their responses was
the level of control which was being afforded to them. Students reported that they felt relaxed
while watching the videos as they could simply rewind or replay if they did not understand
anything in the first time. Moreover, they also felt that the videos were better than traditional
teaching methods in its scope of teaching correct pronunciation and expanding vocabulary.
One of the responses was most striking when a student reported that watching the videos
saved a lot of her time in doing in-classroom collaborative activities watching the online
videos help me understand so much more and also save a lot of my time in the classroom
3) Do you enjoy the concept of learning by yourself using the flipped classroom? Why?
This question received mixed reviews from the students. While most students confirmed that
they enjoyed the self-learning aspect of the flipped classroom design. However, some were
more inclined towards having a teacher present to clear their doubts as they arise. Students
also reported that a combination of self-learning in teacher led learning is the best approach
Students also reported saving a lot of classroom time and effort with the self-learning
approach.
Teachers Perspective of the flipped classroom Model: Upon interview with the teacher, it
was found that their perception of the flipped classroom gradually improved with each
classroom session. Below are a few questions which the teacher was asked after each session.
Q. What would be the level of difficulty or complications which you may have encountered
engage in out of classroom self-study. They put it bluntly as They (Students) may not even
open and watch the video, let alone understand the content. So that was reported as a major
Q. Would you say there has been an increased level of in-classroom interactivity amongst
who have watched the videos? If so, could you spot it?
The response showed that teachers believed students who have seen videos and understood
videos prior to the classroom session, definitely showed signs of increased participation in the
classroom. In the last interview, teacher admitted that the overall level of student
participation had increased as the study progressed. Their initial concern about students not
Q. Do you think the flipped classroom teaching session went as they had expected?
Their response gradually shifted towards a positive one, with the initial reply being that the
session was filled with surprises in terms of student engagement and steering the course of
the lesson.
Q. How well do you think the students are responding to the new style of teaching?
The response revealed the level of surprise which the tutor experienced. According to them it
went better than expected, with clear indications of increased student participation than
As discussed in the previous section, the purpose of observing the classroom is to evaluate
and compare the execution of the flipped classroom model in practise with the existing
themes in the current literature. The findings are presented below with respect to the list of
Is the flipped classroom design consistent with the guidelines shared by Bergman and Sams?
The key guiding principle of the flipped classroom as laid out by the two pioneers Bergman
and Sams is to vacate classroom time for active learning lessons by taking the instruction
classrooms will be the same (Bergman &Sams, 2012). However, this guiding principle
The EFL class was consistent with the aforementioned principle. Classroom time was vacated
to engage in collaborative group based exercises to apply the grammar lessons learnt in the
video lessons before the class. Group exercises were well executed with the size of the group
not exceeding 4 people in all exercises. This is reported to be an ideal size of a group under
the flipped model (Bergman &Sams, 2012). The exercises varied in their purpose and
completing by all groups in the classroom, leaving ample time for other activities.
Student response to the collaborative classroom activities improved gradually over the course
of the study. To illustrate: at the beginning of the study, it took much longer to organise the
groups and brief them about the nature of the collaborative activity (roughly 15 minutes).
However, by the third day of the study, students appeared well adept at self-organising and
completing exercises.
Levels of deviation from the prescribed activities also dropped significantly as the study
progressed. We found that the students have a tendency of deviating from the assigned
activity. We believe this may be due to lack of initial motivation or difficulty understanding
the complete exercise properly. Previous studies have described this aspect of teaching as a
challenging (Mazur, 2012). However, there was a significant improvement in the level of co-
How equipped is the teacher in handling the structure of the flipped classroom design?
The role of the teacher is a heavily debated topic in the flipped classroom discourse. While
critics argue about the diminishing role of the educator under the flipped classroom model,
proponents argue that teacher is required to assume a more critical and challenging role under
this model.
The EFL teacher was found to be competent in their ability to steering the course of the
classroom activities and discussion. Its worth noting that the teacher had received prior
Critical challenge for the educator is to engage with a highly interactive classroom session
under the flipped classroom model. The EFL teacher handled all group exercises with relative
ease and displayed good communicational skills when interacting with the classroom.
In order to evaluate this aspect, it was considered safe to look at student reactions throughout
the classroom. Previous studies indicate that students tend to engage in higher levels of
interactions if they are stimulated (enjoying themselves) during the classroom (Bergman
&Sams, 2012). In this regard it was observed that students particularly were enjoyed
What is the level of teacher-student interaction? How does it relate with a normal classroom?
The levels of teacher-student interactions were observed to be increasing over time. For
instance, by the end of the study, the levels of student-teacher interaction had peaked. This
trend started off slowly with relatively moderate levels of interaction initially on the first day
of the study. It was also seen that as the students were easing into the format of the classroom
the levels of interactions spiked. For instance: the teacher was found correcting students often
in their pronunciation and explaining correct forms of pronouncing a word in relation to its
context.
In contrast with a normal classroom, the level of interactivity and overall interaction between
the student and the teacher was found to be higher. This finding was confirmed in the
teacher-interview later.
Is student engagement consistent? Do the students appear to be watching the videos before
classroom?
This is one of the critical success factors in the flipped classroom model. It has been
highlighted in the literature as one of the most important assumption student will engage in
out of classroom self-study. It is crucial for the model to have any kind of positive impact.
While there were no provisions in this study to ensure student engagement outside of the
classroom. However, observing the level of response from the students during classroom was
The level of interaction observed from the students confirmed their prior engagement with
The teacher was able to accomplish a total of around 3 exercises in each classroom session.
These exercises varied each day in respect to the scope of the video lesson uploaded prior to
the class.
The final 15 minutes of each classroom were set aside for revision and discussion any
individual doubts which the students may have. This is important for ensuring that students
Does the students English proficiency appear to be improving with each class?
The level of the students proficiency was observed to be improving as the study went on.
However, it should also be noted that this change would be deemed as significant. This is
perhaps due to the fact that the study lasted for a relatively shorter duration.
In the literature, studies which have reported significant improvement have typically been
conducted over longer duration of period in order to observe any significant change in levels
of language proficiency.
The students pronunciation was observed to have been improved the most in this study. For
instance: initially the students struggled to fully grasp how to pronounce certain lengthy
words which contained silent letters such as Knighthood. This was observed to have
Are students raising questions which are outside the scope of their English lesson?
Flipped classroom model derives its strength by allowing greater autonomy to students with
their learning process. Numerous studies have reported cases of improved critical thinking
In this regard, the findings are contradictory to what the current literature holds, i.e., with
steady application, students start to exploring avenues outside of their curriculum. In this
study the students did not particularly raise any question which could be regarded as
outside the scope of learning English. Perhaps this could be attributed to the newness of the
learning format and the longstanding tradition of passive learning which students in Saudi
In the next section, there will be an analysis of the results and finding in light of the current
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The following questions were used in this study investigating the impact of flipped
The questionnaires were distributed in the classroom after the study to gather
information about the perception of the students about the flipped classroom model.
The resulting responses were marked using a Likert Scale with options ranging
between:
Questions:
learning style.
4. I feel the exercises were based on real life situations with real life applications.
5. The availability of grammar lessons as videos helped students to use the grammar
6. In the final grammar lessons, I was able to apply knowledge from video lecture in
7. In the final grammar lessons, I was able to develop my own self learning strategy.
8. I required technical assistance for the videos on Smartboard portal.
9. Availability and access to technical support and resources have helped me improve
my learning.
10. I would be happy to extend flipped classroom model to other subjects as well.
11. I like the routine of watching the videos at home and then doing activities about
them in class.
12. Which of the following have helped you improve your learning experience during
v. Group collaboration
13. What other aspects of this course have helped improve your learning during the
14. Please provide suggestions for how to improve the flipped classroom experience,
Questions)
Q. Which other factors do you think have helped improve your learning process in
Q. How would you improve the flipped classroom? Please share any feedback or
Suggestions.
Q. Was it tough for you to manage to find the time to watch the online videos? How
much time did you put aside for watching these videos?
Q Do you enjoy the concept of learning by yourself using the flipped classroom?
Why?
Q. Did you find working in groups beneficial for your learning? How would you
Teacher)
Q. Please tell me about your previous experience of working with technology for
teaching?
Q. What would be the level of difficulty or complications which you may have
Q. Would you say there has been an increased level of in-classroom interactivity
amongst who have watched the videos? If so, could you spot it?
Q. Do you think the flipped classroom teaching session went as they had expected?
Q. How well do you think the students are responding to the new style of teaching?
Q. How well do in your opinion is the flipped classroom model suited for the EFL
programme?
Q. Do you expect to use flipped classroom model in the future? If so, how would