Investigating ESL Learners’ Perceptions Regarding the Role of Flipped Classroom Method in Promoting Students’ Autonomy and Collaboration in Enhancing Active Language Skills

Abstract

This study investigates students’ perceptions of the flipped classroom approach to promote autonomy and collaborative learning in ESL (English as a Second Language) classrooms. Grounded in constructivist learning theory, the research explores how pre-class preparation and in-class interactive tasks influence students' engagement, peer interaction, and overall learning experience. A qualitative methodology was employed for this study. A survey method was used for data collection and analysis with undergraduate ESL learners. A semi-structured interviews were conducted from ESL learners. The findings revealed that students generally view the flipped model as increased student autonomy, collaboration, motivation, and preparation for class activities. However, challenges such as technical barriers were also reported. The study concluded that properly facilitated flipped learning can serve as an effective strategy to enhance collaborative learning and students’ autonomy in language classrooms. Recommendations are provided for educators and future researchers to maximize its benefits and address its limitations.

Keywords: Flipped classroom, collaborative learning, students’ perceptions, ESL learners, language education, constructivism, peer interaction, active learning