Abstract:
There have been extensive studies that have investigated the favourable impacts of flipped classroom instruction regarding the introductory language/first language (i.e., L1) setting. However, there is limited research about the effect of flipped classroom instruction in foreign language backdrop in Asia, particularly in Bangladesh. The purpose of this study is to investigate the perceptions and attitudes of the undergraduate Bangladeshis learners towards the flipped learning classroom method. The current study employed an explanatory sequential design under mixed-methods among a sample of two hundred students. A questionnaire and semistructured interview as research instruments were used to collect data in this study. The results of the questionnaire revealed that the flipped learning strategy assisted students in learning grammar. Furthermore, learners had favourable conceptions and viewpoints regarding the flipped classroom instruction method. Correspondingly, the results of the interview which was semistructured in nature highlighted foursome key characteristics of the flipped classroom instruction method: collaboration, improvement of relationship, use of more technology, and favourable learning environment. This research might be of interest to English teachers, students, researchers, and other stakeholders as well.
