| Summary: | bstract
Technological developments allowed lecturers to be moved outside the classroom.
Classroom Flipping is one of the those example where the content of the lecture is
viewed by the students outside of the classroom by using technology and freeing class
time to practice or apply the material prepared by the students via interactive activities.
This study surveys the perceptions of a flipped module in an MA TESOL programme in a
British University. To do this, a mixed method has been used with questionnaires, opend-
ended questions, and follow-up interviews. The finding of this study showed that
students generally had a positive perception of the flipped classroom, however there
considerations about teachers’ rule in the classroom and the structure of the classroom.
The participants needed more teachers’ intervention when difficult topics are being
covered and better structuring the classroom. The instructors, on the other hand, were
quite pleased with it although they were complains about a few passive students. The
findings of this study will be discussed on how it will contribute improving the flipped
module with future groups.
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