Saudi teachers' perspectives on flipped learning: Are they ready and willing?

Abstract

PurposeIncorporating flipped learning (FL) into teaching English as a foreign language may improve student learning outcomes. This study gathered information on Saudi EFL teachers' readiness and willingness to apply FL. So, it aims to describe Saudi EFL teachers' readiness and willingness to apply FL in language classrooms and to find suitable guidelines for Saudi EFL professional development (PD) designers to follow.Design/methodology/approachThis descriptive study involved 153 male and female Saudi EFL teachers as participants, investigating the perspectives and perceptions of these teachers within the context of foreign language teaching in Saudi Arabia. Surveys in Qualtrics were employed as the primary data collection tool for the study.FindingsResults showed that teachers' self-efficacy of their current teaching was high. Most participants had positive attitudes and abilities related to FL, although they also identified potential challenges related to its engagement and assessment. Teachers expressed a strong willingness to participate in PD in this area, with a preference for online videos and group workshops.Originality/valueThe study emphasizes the importance of PD for Saudi EFL teachers. In addition, it offers guidelines for planning effective PD.

Flipped classroom strategy and Saudi secondary students' grammar proficiency

“…In FC, students are exposed to new content and materials before they receive traditional instruction to increase their autonomy (Cabugsa, 2022). Students learn at home, at their own pace, and participate in activities during class time (Bergmann & Sams, 2012;Rajeh, 2023). Teachers' roles shift from being providers to facilitators, and students become active participants and learners instead of mere recipients (Al-Harbi & Alshumaimeri, 2016;Means et al, 2013;Nurkamto et al, 2019).…”