Flipped Learning: A Critical Appraisal from EAP Practitioners in a Saudi University Preparatory Program

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Dr. Fariha Asif, Dr. AzzaJauhar Ahmad Tajuddin, Dr. Aishah Khojah, Dulari K. Chamakali


The current global pandemic has given an incredible impetus to the already progressing integration of technology intothe process of teaching and learning. The comfortable, though not pervasive, remote learning was often used to facilitate the process for obvious socio-economic, logistic, and technical reasons. However, due to the COVID-19 situation, remote learning has become the sole imperative option to keep the educational wheel turning. Now more than ever, flipped learning is being utilized with far more vigour, intensity and greater expectations. Driven by an impressionistic observation of the relevance of the approach to an EAP setting at a foundation-year level in a Saudi University, and based on an extensive survey eliciting evaluative input from rigorously engaged EAP instructors, the present study explores their general understanding, familiarity with the practical viability of the approach, and probable future implications. It also investigates the effectiveness of a flipped classroom model to EFL learners at this level and analyses the advantages and disadvantagesof this model as compared to the traditional teaching approach. The study concludes that the Flipped Classroom approach is the most relevant during the current circumstances in view of the compulsory transition from face-to-face learning to remote learning.

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