Abstract:

The integration of digital technologies in the educational arena has become increasingly one of the most debatable issues among institutions and universities worldwide. Flipped learning has been perceived as a mode of instruction that responds to teachers’ questions and meets students’ individual needs. Therefore, teachers are constantly invited to implement the flipped learning model to cope with the 21st century problems and boost students’ learning outcomes. However, teachers seem to be reluctant and cynical towards the integration of these technologies. Thus, an urgent need to change teachers’ attitudes towards new technologies is a must. Put differently, how can this be achieved? How can we increase teacher’s motivation and help them benefit fully from digital tools, mainly flipped learning?
This research study is conducted through the use of questionnaire and interviews with English language teachers of private as well as public sectors to inquire upon their attitudes towards the adoption of flipped learning mode of instruction within their classrooms. The results of the investigation depict that most of teachers lack interests and motivation to implement the flipped learning approach in their classrooms. As for others, they stubbornly reject the idea of change and the integration of not merely the flipped learning in particular but any kind of technology in general. While the last category of teachers showed their zeal and enthusiasm to learn more about flipped learning and make use of it in their English language classes.

Keywords:

Flipped-learning, Motivation, Teaching, Language, Learning Outcomes.