EFL College Learners’ Perceptions of Flipped Learning and Suggestions for the Future Flipped Model

The present study examined EFL undergraduate students’ perceptions of flipped learning. A total of 126 students voluntarily participated in the study. The data was collected through a Likert scale questionnaire (n=126) and follow-up interview (n=15). Finding indicated the students’ overall responses to flipped learning was negative even though some of their interview data revealed some benefits, such as enhancing students’ topic awareness and leading English learning more effectively. Major challenges the students perceived involved a large number of tasks and unknown vocabulary, a high level of difficulty, and technical issues on listening tasks, and a low level of connectivity between the content of flipped learning and that discussed in class. Thus, many students did not consider flipped learning helpful for them to interest in and understand English class, and some of them preferred a face to face English class to flipped class. However, the results also indicated useful suggestions for the current university developed flipped model, such as smaller number of tasks, easier levels of tasks, clearer vocabulary explanations, and more user-friendly Moodle system. Finally, implication for pedagogy and further research were discussed.