THE EFFECTIVENESS OF THE FLIPPED CLASSROOM MODEL IN UNDERGRADUATE ESL EDUCATION: TEACHER PERSPECTIVES

Abstract

This study investigates the effectiveness of the flipped classroom approach in teaching English as a Second Language (ESL) to undergraduate students. The researcher utilizes qualitative data collected from teacher interviews to examine the teachers' experiences and perspectives on the flipped classroom model within an English as a Second Language (ESL) context. Our results indicated that students faced challenges in the flipped classroom; however, the benefits outweighed these challenges, with implications for improved engagement, language development, teacher-student interaction, and increased peer interaction. This paper highlights insights from teachers on the benefits, challenges, and recommendations for using the flipped classroom model with ESL learners.