Perceptions of the flipped classroom model in EFL listening instruction: Tutor experiences and implications for teacher education
DOI:
https://doi.org/10.53696/27753719.51237Keywords:
Flipped classroom, listening skills, EFL educationAbstract
This study investigates the perceptions of an EFL tutor at an Indonesian university regarding the flipped classroom model’s effectiveness in enhancing listening skills and its implications for teacher education programs. The flipped classroom, which moves lecture-based instruction outside the classroom and prioritizes interactive in-class activities, was implemented in two listening classes over ten weeks. Using a qualitative approach, data were collected through a semi-structured interview and analyzed thematically to address two key research questions. The findings reveal that the flipped classroom model fosters student preparedness, engagement, and listening comprehension by integrating pre-class multimedia sources and interactive in-class activities. Teacher trainees as students exhibited improved critical listening skills, such as recognizing nuances in tone and context, alongside greater confidence during discussions. Challenges such as uneven accountability, time management, and technological limitations were mitigated through adaptive strategies like structured pre-class tasks and targeted feedback. Furthermore, the tutor’s experiences highlight the model’s potential for shaping EFL teacher education. By engaging with the flipped approach, teacher trainees can develop essential skills for fostering active learning and differentiated instruction in their future classrooms. The study underscores the need for teacher education programs to integrate flipped classroom methodologies, equipping instructors with practical strategies to support learner autonomy and engagement. While the findings underscore the flipped classroom’s transformative potential, the study is limited by its focus on a single participant. Future research should involve a broader range of educators and longitudinal analyses to assess the model’s long-term impact. These insights contribute to EFL education by advocating for innovative, student-centered pedagogies.Downloads
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