Abstract:

This research was conducted in a developing country, a fact which the lack of resources not only in the educational field but also in the social context minimizes the motivation of the students to learn the language as they prioritize real-life problems. The aim of this investigation is to make educators aware that they can make a difference in their classrooms and make students conscious that learning English called for a great deal of practice in the English as a Foreign Language (EFL) context. The Flipped Classroom Model along with Gamification during the first stage of the class was used as an alternative to close the gap to create an immersive environment and to keep students engaged during the English online sessions. This action research offers a how-to guide to applying flipped classrooms for virtual class modality and shows the students’ perspectives after using this model. The results are gathered from an array of instruments such as students’ surveys and interviews, class observation, students’ scores, lesson plans, and a teacher journal. The use of triangulation helps the research to be trustworthy and viable. Hence, analyzing the topic from different perspectives gives a better understanding of how to keep promoting students’ English learning process.

Keywords:

Flipped learning, gamification, EFL, action research, students' perspectives, reflexive teaching practice.