The Flipped Classroom: A Story from an EFL Classroom in Indonesia

Autor/inn/en	Suparman, Asep; Kusnadi, Sarah; Adiredja, Rajji
Titel	The Flipped Classroom: A Story from an EFL Classroom in Indonesia
Quelle	In: MEXTESOL Journal, 47 (2023) 2, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Suparman, Asep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Flipped Classroom; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Internet; Access to Education; Technological Literacy; Teaching Methods; Active Learning; Personal Narratives; Educational Experience; Barriers; Educational Benefits; Language Teachers; Teacher Attitudes; Undergraduate Students; Indonesia + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Erlebniserzählung; Bildungserfahrung; Bildungsertrag; Language teacher; Sprachunterricht; Lehrerverhalten; Indonesien
Abstract	In recent years, the flipped classroom instructional model has been the subject of interest of many researchers and practitioners in various fields, notably for its potential to improve learning outcomes, promote active learning, and enhance student engagement. However, a fairly extensive literature shows that with these advantages come challenges. This study was conducted to examine how a teacher and students perceived these advantages and challenges. Their experience of implementing a flipped classroom was documented through written narratives and interviews, from which we concluded that the flipped classroom provided a good platform for active learning as the role of students shifted from passive classroom attendees to active participants. However, successful implementation of a flipped classroom required students' learning autonomy and technological aptitude in addition to a reliable internet service. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01