Exploring flipped teaching practices in Bangladeshi ESL secondary classrooms
Flipped classroom is a form of instructional environment that allows educators to consistently reach out and improve students’ differentiated learning. The ESL classrooms extensively employ flipped teaching practices to extend and enhance classroom instructions. Such methodologies require teacher...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
Faculty of Educational Studies, Universiti Putra Malaysia
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/117139/ http://psasir.upm.edu.my/id/eprint/117139/1/117139.pdf |
| Summary: | Flipped classroom is a form of instructional environment that allows educators to consistently
reach out and improve students’ differentiated learning. The ESL classrooms extensively
employ flipped teaching practices to extend and enhance classroom instructions. Such
methodologies require teachers with multiple abilities to apply their most effective teaching
practices to successfully implement flipped classroom. The purpose of this study is to examine
flipped teaching practices in Bangladeshi ESL secondary classes, specially to explore
instructors' flipped classroom experiences. Thus, this study focuses on the various forms of
flipped teaching practised by instructors such as pedagogical instruction, teaching and
learning experiences. This qualitative research adopts a case study approach to holistically
understand participants’ opinions of contemporary phenomena. Approximately 11 ESL
teachers would be selected for entire data collection process using purposeful sampling.
Multiple data collection phases like semi-structure interview, and document analysis would
involve to perform the study process. As English is widely used in schools, colleges, and
universities, the elicited outcomes would serve as guidelines for educational institutions at all
levels in Bangladesh. Education policymakers who intend to create a digital education system
in the country can also improve the ESL pedagogical practice with these guidelines. Therefore,
this empirical work could propose the most effective means of integrating both theories with
the ESL pedagogy flipped methods. |
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