Integrating technology through the flipped classroom approach in English language education
This study explored how English language educators in Sabah public tertiary institutions integrated technology through the Flipped Classroom approach. Using a qualitative case study involving interviews, classroom observations, and document analysis, the findings revealed that educators leveraged IC...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | en |
| Published: |
Research Square Company
2025
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/45596/1/FULLTEXT.pdf https://eprints.ums.edu.my/id/eprint/45596/ https://doi.org/10.21203/rs.3.rs-7800204/v1 |
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| Summary: | This study explored how English language educators in Sabah public tertiary institutions integrated technology through the Flipped Classroom approach. Using a qualitative case study involving interviews, classroom observations, and document analysis, the findings revealed that educators leveraged ICT and multimedia tools to facilitate active learning. Encouraging students to engage with instructional materials before class allowed educators to maximise classroom time for discussions and collaborative activities. This approach enhanced student engagement and supported essential 21st Century skills, including critical thinking, creativity, communication, collaboration, and citizenship. Guided by the Technology Acceptance Model (TAM) and the Diffusion of Innovation Theory (DOIT), the study examined factors influencing educators’ adoption of technology, including perceived usefulness, and ease of use. The findings highlighted opportunities and challenges in effectively integrating technology within English language courses. Additionally, this study provided practical insights for future educators to improve the use of technology in English language courses. |
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