English Language Teachers’ Experience of Implementing Flipped Classroom
DOI:
https://doi.org/10.51474/elepraxis.v2i1.653Keywords:
Flipped classroom, student engagement, active learning, language teachingAbstract
The study explores the experiences of four English language teachers in integrating the flipped classroom in a resource-limited context. Within the interpretive paradigm and adopting a narrative research method, the study presents the challenges faced by teachers in preparing educational materials, accessing technology, and dealing with inadequate infrastructure. It also discusses obstacles faced by teachers due to technology and training. The study's findings suggest that more teacher training and development programs focusing on access to technology are needed for the better implementation of the flipped classroom in Nepal. Despite limited access to knowledge, skills, and resources, the study concluded that educators have successfully adapted a flipped classroom model that meets the needs of the local education system, thereby promoting student engagement and active learning.
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