FLIPPED CLASSROOM APPROACH AND LEARNER MOTIVATION IN ENGLISH LANGUAGE LEARNING
Keywords:
Learner engagement, Intrinsic motivation, Extrinsic motivation, Active participation, Peer collaboration, Technology-assisted learning, Pre-class preparation, Communicative competence, Skill acquisition, Instructional designAbstract
The usefulness of the flipped classroom strategy for improving student motivation and English language acquisition is examined in this article. The flipped classroom, which was first proposed by Lage, Platt, and Treglia (2000) and Baker (2000), flips traditional educational structures by delivering new material outside of the classroom through readings, videos, or digital resources while class time is used for active learning activities like group projects, discussions, and problem-solving. By allowing students to interact with the material at their own pace, this model transforms the teacher's role from knowledge provider to facilitator, promoting autonomy, intrinsic motivation, and increased engagement. Research shows that the flipped classroom enhances students' English communication abilities, especially speaking, listening, and writing. While qualitative observations show greater learner confidence and participation, quantitative studies, like those by Phoeun and Sengsri (2021), show statistically significant improvements in language proficiency. The incorporation of digital platforms, such as Moodle (Jeong, 2017), enhances comprehension and skill acquisition by providing timely feedback and individualized learning. The article highlights how learner-centered, technology-assisted pedagogical approaches—such as the flipped classroom—create dynamic, interactive learning environments that encourage participation, teamwork, and language concept mastery. Overall, the study presents the flipped classroom as a very successful modern strategy for raising motivation and language proficiency in English as a foreign language contexts.
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