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This case study explores the flipped classroom and how it can be used to allow for more activities in the English as a foreign language (EFL) classroom allowing students the opportunity to practice their pronunciation while the teacher was present. The study surveyed 82 university EFL students about their perceptions of various activities which made up the online and in-class portions of the course. Bloom’s Taxonomy of Educational Objectives (Krathwohl, 2002) and the Community of Inquiry (Garrison, Anderson, & Archer, 1999) informed the design of the course delineating what should be flipped from the classroom. Students were given a mixed methods survey which was analyzed through descriptive statistics and analysis of the comments. While the majority of the students enjoyed the flipped classroom, there were a number of resistors. The survey revealed that the students liked the in-class activities, the online videos, and the online quizzes. This indicates that a higher level of Bloom’s Taxonomy of Educational Objectives was perceived as being reached. However, the students had reservations about the online discussion indicating that Community of Inquiry was not being fully realized. Students also had some reservations about the amount of in-class lecture, and the use of the technological system. |
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