a qualitative investigation of students' perceptions of flipped learning

Along with technological progress, the flipped learning model has emerged as an alternative to conventional teaching methods. the present study attempted to investigate the students' perceptions of a flipped learning classroom experience relative to a non-flipped or conventional classroom. a total of 23 iranian efl learners, assigned to two groups, participated in both treatments. during the first five weeks, while group a took part in the non-flipped classroom, group b received flipped instruction. after the midterm, during the next five weeks, the teaching methods were reversed. to collect data, the participants were interviewed in-depth about their impressions of language learning experience. the qualitative analysis of interviews and student-created portfolios revealed four themes: flipped or non-flipped, technology, group work, and student-teacher relationship. overall, learners had contrasting views about flipped learning.