Investigating the Perceptions of Pakistani ESL Students about Flipped Learning

Article Information

Title: Investigating the Perceptions of Pakistani ESL Students about Flipped Learning

Authors: Azhar Pervaiz, Fatima Rehman

Journal: Balochistan Journal of Linguistics (BJL)

HEC Recognition History

Category	From	To
Y	2024-10-01	2025-12-31
Y	2023-07-01	2024-09-30
Y	2022-07-01	2023-06-30

Publisher: Lasbela University of Agriculture, Water and Marine Sciences, Lasbela

Country: Pakistan

Year: 2022

Volume: 10

Issue: 1

Language: English

Keywords: Quasi-experimentalFlipped learning wheel frameworkPedagogical implicationstechnological advancementglobal village

Abstract

Technology has now become a central part of the field of teaching. The flipped classroom is a modern instructional method in which students watch videos on their own and teachers spend the classroom time engaging their students in different activities, quizzes, presentations, feedback, questions, and discussions. Different universities in Pakistan have incorporated this learning method in their classrooms and specifically in language classrooms in 2020 during the post Covid-19 environment. The chief purpose behind this investigation is to examine the perceptions of students about flipped learning for ESL learners. This research is conducted in the milieu of framework given by Chen et al. (2014). This research is quantitative in which a cross-sectional survey research design is used. Through the questionnaire a sample of 200 students was taken for this research. The responses of the students were processed through the SPSS software. The results show that flipped learning (FL) is a new technique of teaching. Most of the students use this technique but are unfamiliar with its name. The students have positively perceived the technique of flipped learning and this research would be useful for teachers, researchers, and students. Lastly, this research would be valuable for operative teaching.

Disclaimer: The following sections are produced through an intensive multi-stage analytical pipeline developed by DefinePK, utilizing advanced natural-language processing, domain-specific knowledge models, and automated cross-referencing systems. Despite the rigor and computational effort involved, the generated summary may still contain inaccuracies or incomplete interpretations. Users are strongly advised to verify all critical information against the original paper and its authoritative sources.

Research Objective

To examine the perceptions of Pakistani ESL students regarding flipped learning and to determine if there are differences in these perceptions based on gender.

Methodology

Quantitative, cross-sectional survey research design. Data was collected through an online questionnaire administered to 200 ESL students from various universities in Punjab, Pakistan. Responses were analyzed using SPSS software, employing descriptive statistics, frequencies, standard deviation, and means. The questionnaire included demographic questions and Likert scale items based on the framework by Chen et al. (2014).

Methodology Flowchart

                        graph TD
    A[Define Research Objectives] --> B[Design Questionnaire];
    B --> C[Obtain Ethical Approval & Consent];
    C --> D[Administer Online Survey];
    D --> E[Collect Data];
    E --> F[Process Data using SPSS];
    F --> G[Analyze Data: Descriptive Statistics & T-test];
    G --> H[Interpret Findings];
    H --> I[Draw Conclusions & Discuss Implications];

Discussion

The study suggests that flipped learning is a valuable and positively perceived instructional method for Pakistani ESL learners, especially in the post-COVID-19 era where technology-integrated learning has become crucial. The findings align with the student-centered approach advocated in modern pedagogy. While male students reported slightly more positive perceptions, the overall sentiment across genders is favorable, indicating a broad acceptance of this innovative teaching technique. The research highlights the importance of accessible materials, effective teacher feedback, and engaging activities in the success of flipped learning.

Key Findings

Pakistani ESL students generally have positive perceptions of flipped learning. The technique is perceived as a time-saving method, offering easily playable lectures on mobile devices, and providing a flexible environment. Students believe that provided material increases their English language skills and that teachers offer valuable feedback and guidance. Activities in flipped learning are seen to increase critical thinking and student interest. Male students showed slightly more positive perceptions of flipped learning compared to female students.

Conclusion

Flipped learning is a novel and effective teaching method that has been positively received by Pakistani ESL students. It offers a flexible, learner-centered environment that enhances learning experiences and skill development. The study contributes to the understanding of flipped learning perceptions in the Pakistani context and suggests its potential for wider adoption in English language teaching.

Fact Check

- A sample of 200 students was surveyed. (Confirmed in Methodology and Findings)
- 91.5% of students reported having internet facilities. (Confirmed in Table 2)
- 95.5% of students use Zoom software for their classes. (Confirmed in Table 2 and Findings)

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