The Impact of Flipped Learning on MA English Students’ Motivation at Jouf University

Abstract

Flipped classroom learning came to prominence during and after COVID-19 because the pandemic changed the educational landscape. Much attention has been paid to different aspects of flipped classrooms, but the impact of flipped learning on students’ motivation has not been explored yet. This study explores the impact of Flipped classrooms on students’ motivation (registered MA English students at Jouf University in the context of this research). Community of Inquiry (CoI) is used as a theoretical framework for this study which consists of three interconnected factors: teaching presence, social presence, and cognitive presence. The Community of Inquiry (CoI) is a collaborative constructivist approach that emphasizes an effective learning environment that can strengthen an individual’s cognitive skills. I believe that this framework would be useful in understanding the social, teaching, and cognitive presence of the online teaching model. Fifteen students were selected via purposive sampling and were sent open-ended questionnaires regarding Flipped learning. Keeping in view three interconnected elements of the community of inquiry (CoI), the questions were designed to focus on teaching, social, and cognitive presence. The thematic analysis of the data illustrates the positive experience of students regarding flipped classrooms. The research indicates that the flexibility and freedom provided by flipped classrooms motivate them with the exception of a few. Almost all participants agreed that they were satisfied with the feedback received from their teachers. Additionally, participants agreed that flipped classrooms were beneficial for developing team skills, collaborative skills, and creative and problem-solving skills. However, technical failure or internet connectivity problems are reported as the main disadvantage of flipped classrooms. This study is significant because it demonstrates how to arrange and organize flipped classrooms to enhance students' motivation. This study would also be helpful for instructors and educators in letting them know that flipped classrooms as an ideal instructional approach in the post-pandemic society.