Iraqi EFL Learners’ Perspectives on Using Flipped Classroom to Enhance Language Learning

The flipped classroom model has not been extensively investigated in English language instruction, specifically in EFL education in Iraq. Despite the growing interest in flipped classrooms as an instructional approach to improve learning outcomes and learner engagement, empirical research on their implementation in these contexts is scarce. This study examined how the flexible classroom model impacted Iraqi EFL university students’ language proficiency and learning experiences. By conducting interviews with female Iraqi EFL students, this study investigated the efficacy of the flexible classroom methodology in enhancing language learning achievements and cultivating learner involvement. Over four weeks, a group of female students studying English reading at a university in Iraq participated in a reversed learning approach. After completing this approach, twenty students were interviewed to understand their experiences with flipped learning. The findings showed that flipped learning significantly positively impacted the language communication skills, vocabulary development, and independent study of female Iraqi students learning English as a foreign language. The availability of reliable technology, collaborative activities, and teacher support contributed to these positive outcomes. The research study has found that the flipped classroom model can potentially improve language learning outcomes. However, the study also identified certain obstacles and areas that require further investigation. The study also highlights the need for further investigation into the effectiveness of online flexible learning in TEFL settings and the development of approaches to overcome the obstacles related to its execution.