EFL Flipped Classrooms in a Vocational High-school in China; Teachers’ Perceptions

Amin Bahramnejad Jouryabi

Abstract


This study is a phenomenological case study that investigates five EFL teachers perceptions about flipped classroom model in a vocational high-school in east of China. Findings consist of what the participants consider to define flipped classroom, the requirements of implementing flipped classroom, advantages and challenges of flipped classroom and how to improve the quality of this method.

Keywords


Flipped learning, EFL, Vocational High-school, Teacher perception


DOI
10.12783/dtssehs/iceme2019/29559

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