Fatimah Saadi Ali1 & Lanya Qader Karim2
1English Language Teaching Department, Faculty of Education, Tishk International University, Erbil, Iraq
2Independent Researcher, Erbil, Iraq
Abstract: Flipped Classroom Method is one method that replaces the learning from school to home and activity in the class. It is entirely different from the traditional method. The study aimed to investigate the lectures’ awareness of Flipped classrooms in higher education. This study also aimed to what extent lecturers in the Kurdistan region are aware of flipped classroom method and its effectiveness in the EFL classes. The quantitative approach was implemented in this study because it gives a precise number. 101 English Foreign Language lecturers have participated from different cities and universities in the Kurdistan region. The data was collected through a questionnaire to measure the number of teachers aware of Flipped Classroom Method. The data have been analysed through the GOOGLE FORM approach to see the result. The study’s result was that most of them are aware of Flipped Classroom and some teachers are unaware of Flipped Classroom. It also supported that FCM is an effective method. According to the result, there were some essential points for implementation in all EFL classes in Higher Education of Kurdistan, such as facilities and training for teachers and students are recommended for further study.
Keywords: Effectiveness of New Method, Higher Education, Lecturer Awareness, Flipped Classroom Method, Quantitative Method
Published: June 22, 2022
Ali, F. S., & Sarok, S. (2022). Students’ awareness towards using Google docs in promoting writing skills in EFL classes: TIU-Northern Iraq. Canadian Journal of Language and Literature Studies, 2(2), 39-51.
ALRababah, I., & Rababah, L. (2019). The use of brainstorming strategy among teachers of Arabic for speakers of other languages (ASOL) in writing classes. International Journal of English Linguistics, 9(1), 15-24.
Aslam, M. Z., Barzani, S.H. H., Aslam, T. & Rasool, U. (2021). Teachers and students perceptions towards online ESL classrooms during Covid-19: An empirical study in North Cyprus. The Journal of Asia TEFL, 18(4), 1071-1525.
Barzani, S. H. H., Meena, R. S., & Ali, H. F. (2021). Integration of literature in English language teaching: Learners’ attitudes and opinions. Canadian Journal of Language and Literature Studies, 1(1), 27-43.
Barzani, S.H.H., & Rayan Jalal Jamil, R. J. (2021). Students’ perceptions towards online education during COVID-19 pandemic: An empirical study. International Journal of Social Sciences & Educational Studies, 8(2), 28-38.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Bergmann, J., Overmyer, J., & Wilie, B. (2013). The flipped class: Myths vs. reality. Thedailyriff. Com, 1–3.
Chicho, K. Z. H., & Dabbagh, L. A. (2020). The effects of embedded learning on students’ performance in EFL classes, foundation year, college of education, Tishk international university. Qalaai Zanist Scientific Journal, 5(1), 353-383.
Flipped Learning Network. (2012). Improve student learning and teacher satisfaction with one flip of the classroom. Retrieved from author at http://flippedlearning1.files.wordpress.com/2012/07/classroomwindowinfographic7-12.pdf
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5) 949–967.
Johnson, L., & Renner, J. (2012). Effect of the flipped classroom model on a secondary computer applications course: student and teacher perceptions, questions and student achievement. (Unpublished doctoral dissertation), University of Louisville, Louisville, Kentucky.
Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.
Nwosisi, C., Ferreira, A., Rosenberg, W., & Walsh, K. (2016). A study of the flipped classroom and its effectiveness in flipping thirty percent of the course content. International Journal of Information and Education Technology, 6(5), 348.
Pinnelli, S., & Fiorucci, A. (2015). University and flipped learning TIC & DIL project: Framework and design. 12th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA). 217–225.
Ramlogan, S., Raman, V., & Sweet, J. (2014). A comparison of two forms of teaching instruction: Video vs. live lecture for education in clinical periodontology. European Journal of Dental Education, 18(1), 31–38.
Saadi Ali, F. (2021). Overlap and repair of turn-taking system during collaborative oral peer-feedback in an EFL writing course. International Journal of Social Sciences & Educational Studies, 8(2), 128-134
Shimamoto, D. (2012). Implementing a flipped classroom: An instructional module. TCC Conference, University of Hawaii Manoa. Honolulu, Hawaii, U.S.A.
Sweet, D. (2012). Microlectures in a flipped classroom: Application, creation and resources. Mid-Western Educational Researcher, 26(1), 52–60
Zirak Haseeb Chicho, K. (2021). Embodied learning implementation in EFL classroom: A qualitative study. International Journal of Social Sciences & Educational Studies, 8(1), 51-58.
Sadiq, D. A., & Hakeem, S. N. (2020). Gender differences in the speech events of Kurdistan parliament. Journal of University of Raparin, 7(1), 80-94.
Snowden, R., Snowden, R. J., Thompson, P., & Troscianko, T. (2012). Basic vision: An introduction to visual perception. Oxford University Press.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), May 2022, Vol.9, No.2