Iraqi EFL preparatory school teachers' perception of flipped classroom

Murtatha Abdulhassan Mohammed; Shaimaa Abdulbaqi Al-Bakri

doi:10.53730/ijhs.v6nS4.12075

Authors

Murtatha Abdulhassan Mohammed
murtatha.abdulmuhsin1207a@ircoedu.uobaghdad.edu.iq
MA Candidate, English language Department, College of Education Ibn Rushed for Human Sciences, University of Baghdad /Baghdad, Iraq
Shaimaa Abdulbaqi Al-Bakri Professor, English Language Department, College of Ibn Rushed for Human Sciences, University of Baghdad /Baghdad, Iraq

Keywords:

flipped classroom, flipped learning, flipped model, perception, preparatory school

Abstract

Teachers around the world work tirelessly to invest in technological innovations in order to raise educational standards and develop new teaching models and strategies. "flipped learning" or "flipped classroom" is one of these model types that appears to heavily rely on technology. This model is gaining worldwide attention among educators of all levels and disciplines. Although the flipped classroom model has gained popularity, few teachers are known about its application in an EFL setting such as Iraq. The present study aims at finding out Iraqi EFL preparatory school teachers’ perception of flipped classroom. The sample of the study includes (285) preparatory school teachers have been selected form different Directorates of Education in Baghdad. The closed questionnaire has been delivered to the participants after assuring the validity and reliability of the instruments. The findings indicate that teachers have positive perceptions of flipped classrooms in terms of challenges, teacher’s role, advantages, assumptions and implementation while they less perceive assessment and feedback. Finally, suggestions for further studies have been exposed.

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