Arab World English Journal (AWEJ) Special Issue on CALL Number 8. July 2022                       Pp.192-.204
DOI: https://dx.doi.org/10.24093/awej/call8.13

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Saudi EFL University Students’ perceived Linguistic Gains and Learning Experiences in
Flipped Classrooms

Aishah Naem Ahmed Al-Amri
College of Languages & Translation
Imam Mohammad Ibn Saud Islamic University (IMSIU)
Riyadh, Saudi Arabia
Email: Aishah-alamri@imamu.edu.sa

 

Received: 05/16/2022             Accepted:07/12/2022             Published:  07/25/2022

 

Abstract:
Despite the much recent research on the flipped classroom model, it is still underexplored in English language teaching in Saudi Arabia. This study investigated how using the flipped classroom model with Saudi female EFL university students could influence their language performance and learning experiences. Therefore, the study attempted to answer the following three research questions: a) to what extent does the use of the flipped classroom in an English reading course influence a group of Saudi female EFL university students’ perceived linguistic gains?, b) to what extent does the use of the flipped classroom in an English reading course contribute to fostering these students’ language learning experiences?, and c) how do the students evaluate the flipped learning experiences they had?. An entire class of female students who were attending an English reading course at a Saudi university had flipped learning classrooms for four weeks. After having these classrooms, the author interviewed 12 of the students in this class about their flipped learning experiences. The analysis of the interview data showed that the flipped learning experiences the students had improved their performance in English language communication and vocabulary. These experiences also contributed to meeting the students’ different language learning styles, helping them understand how to learn independently, and motivating them in their language learning. The study also revealed that collaborative activities, the teachers’ support, and the availability of a reliable technological application were the three main factors that played an essential role in improving the students’ linguistic gains and enriching their language learning experiences. The study provided some practice recommendations and research suggestions.
Keywords: flipped classroom, reading, vocabulary learning, language learning motivation, learning autonomy

 Cite as: Al-Amri, A. N.A. (2022). Saudi EFL University Students’ perceived Linguistic Gains and Learning Experiences in Flipped Classrooms. Arab World English Journal (AWEJ) Special Issue on CALL (8) 192-.204.
DOI: https://dx.doi.org/10.24093/awej/call8.13

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Received: 05/16/2022
Accepted: 07/12/2022 
Published: 07/25/2022
https://dx.doi.org/10.24093/awej/call8.13

Aishah Naem Ahmed Al-Amri is an English lecturer at English Language Institute at Princess Nora University, Saudi Arabia and a previous translator at the Ministry of National Guard Health Affairs. Interested in teaching methods, thinking skills
and communication. ORCID ID: https://orcid.org/0000-0002-1130-2886