Teachers’ perspectives on flipping the language class: More than creating materials

Abstract

Higher education in the 21st century is distinguished by accelerating technological adoption, offering key challenges and new opportunities (NMC, 2015). This phenomenon has significant impact on teaching and learning, including the emergence of new trends such as the flipped classroom methodology. University leadership encourages the adoption of this methodology in both content classes as well as in language instruction. Creating a flipped classroom learning design implies that a teacher evaluates student learning needs and develops materials accordingly. The development of learning materials and resources by teachers also plays an important role in professional development (e.g., McGrath, 2013; Tomlinson, 2011). In response to these changing landscapes in higher education, a community of practice was established in the language department of the faculty of Social Sciences at the UEM, whose main objectives were to share materials, feedback, and experiences in order to establish best practices and improve resource development using the flipped classroom model. This article presents an exploratory, qualitative study of teachers’ experiences and reflections in the application of such a model. The study highlights the strengths and challenges of using the flipped classroom methodology, offering discussion for future methodological considerations.