The benefits of flipped learning and several questions regarding the application of the approach were revealed during the interview sessions. Not to mention, studies showed that flipped learning is effective in increasing the pass rate of students (Aziz, 2015). In addition, data collected through questionnaires and interviews in the study also highlighted student agreement on the benefits of flipped learning.
This helped the researcher to investigate the view of ESL lecturers about the adoption of flipped learning. This means that both performance expectation and facilitating conditions significantly influence the behavioral intention of ESL lecturers in adopting flipped learning. This shows that it has a significant impact on ESL lecturers' behavioral intention in adopting flipped learning.
The second research question focused on exploring ESL teachers' perceptions of the adoption of flipped learning. Based on the thematic analysis of interview data collected from five ESL teachers, there are advantages and disadvantages to the implementation of flipped learning. The answer to the factor that can influence the use of flipped learning was.
This clearly shows that students' acceptance of flipped learning is decisive in determining the acceptance of the approach.
Summary
This derives specifically from the opinion of participant 3 who emphasizes connecting students online. You know, we don't know, I can come up with flipped learning, but we don't know if the students have enough data to watch the video, download the video and all that. In short, the data collected from the interview showed that the participants perceived the variable learning positively.
To name a few, they said that the flipped learning approach is beneficial because it makes the lessons lively and interesting. In the meantime, he prepares students before attending classes and shapes them into active students. However, participants also expressed concerns about issues that might affect their adoption of flipped teaching.
These include student-related issues, content-related issues, teacher-related issues, as well as the lack of facilities for students to access materials available outside the classroom. However, several problems have been identified that could affect the use of flipped learning, including student-related problems, content-related problems, teacher-related problems, and facility problems. This chapter highlights the discussions of the current research findings presented in the previous chapter.
Discussions of the questionnaire survey and interview sessions are presented in Sections 5.2 and 5.3, with reference to past research studies. The following sections provide the limitations, implications of the study, and recommendations for future research.
Discussions
Discussions of the Questionnaire Survey
According to the results of multiple regression analysis, performance expectancy and facilitating conditions were found to be factors that could predict ESL teachers' intentions to implement flipped learning. Based on statistical analysis, performance expectancy is an important factor influencing ESL teachers' behavioral intentions in adopting flipped learning. This also explains the findings that showed that performance expectancy has a significant effect on lecturers' uptake of flipped learning, but not performance expectancy.
As the analysis results show, social influence does not significantly influence the intention of the ESL teachers to implement flipped learning, as the significance value was greater than 0.05. The results of the analysis showed that facilitating conditions have a significant impact on ESL teachers' behavioral intention to adopt flipped learning. To specify this, a unit increase in facilitation conditions would result in a 0.612 unit increase in ESL teachers' behavioral intention to use flipped learning.
Nevertheless, a qualitative study by Bakheet and Gravell (2020) suggested similar findings, suggesting the importance of facilitating conditions in predicting the adoption of flipped learning. This supports the idea that flipped learning prevents boredom because inattention is the cause of boredom (Wasson, 1981, as cited in Marca & Longo, 2017). Two participants suggested that flipped learning allows students to be well prepared for class discussions.
In addition, the majority of participants in the current study argued that flipped learning can develop active learners. They explained that the flipped learning approach would encourage students to participate in the lessons as they have to prepare and contribute to the lessons. To illustrate, participants 1 and 2 expressed their views on the changing role of educators due to flipped learning.
Not to mention, Participant 2 stated that flipped learning improves the teaching experience as it provides washback. Likewise, Participant 5 also said that the use of flipped learning was challenging because of the use of technology. Indeed, these responses agree with the results reported by Bakar et al. 2018), who cited time as a concern for the implementation of flipped learning.
Implications of the Study
It is important to realize that this research was limited by the selection of higher education institutions and the small number of participants involved. To be clear, only 48 ESL teachers were included and the universities involved were in Peninsular Malaysia. In fact, there are several ESL teachers from other private higher education institutions not involved in this study.
Consequently, the results obtained from this study could not be generalized to the entire population of ESL educators working in private higher education institutions. By including a larger number of participants from different higher education institutions, more comprehensive findings can be drawn. Another limitation of the study is that the interviewees who participated in the semi-structured interview were from the same higher education institution.
In this regard, there may be bias and the researcher may not be able to obtain different points of view from the participants due to their identical working conditions. In addition, the findings regarding ESL teacher perceptions are useful for educators in the field of teaching English. In other words, the responses have further confirmed the benefits of flipped learning in several aspects.
Not to mention, the findings highlighted issues that need to be considered before adopting a contrarian approach. This serves not only as a guide for educators who intend to incorporate new teaching methods into their teaching, but also for those who use this approach to improve their teaching pedagogy. This is because this study focused on the perspectives of lecturers from private institutions of higher education, which were not addressed in the previous study.
Recommendations
Conclusion
Examining factors based on an extended UTAUT model to confirm computer science instructors' behavioral intention to adopt the flipped classroom. Flipped classroom learning: A current issue in English language teaching in the pandemic era as perceived by educators. Examining the factors influencing higher education instructors' decisions to adopt a flipped classroom instructional model.
Flipped classroom, flipped teaching and flipped learning in the foreign/second language post-secondary classroom. Lecturers' perception of the effect of flipped learning approach among students of the Faculty of Education University of Port Harcourt. The effectiveness of using flipped classroom approach to teach adjectives to Malaysian year 4 Chinese ESL students.
Overcoming barriers to 'flipped': Building teachers' capacity to adopt the flipped classroom in secondary schools in Hong Kong.
Factors Influencing Intention to Adopt Flipped Learning
Okay, so what factor do you think would influence your decision to use flipped learning in your teaching? So how do you think this would affect your decision to use or not use flipped learning. Interviewer: So, the next thing, what factor do you think would influence your decision to use flipped learning.
Interviewer: So do you think that would also be a factor influencing your decision to use flipped learning. Let's say the university offers training related to flipped learning, do you think this type of training will influence your decision to use flipped learning. So what are the factors you think would influence your decision to use flipped learning.
Interviewer: OK, so do you think that will influence your decision to use flipped learning. Okay, what about the effort you need to learn how to use flipped learning. So, do you think this is a factor that will influence your decision to use flipped learning.
Interviewer: OK, so what factor do you think will influence your decision to use flipped learning in your teaching. Interviewer: Okay, so do you think this is also a factor that will influence your decision to use flipped learning. Do you think that the opinions of your superior or colleagues will influence your decision to use flipped learning.
So, what factors do you think would influence your decision to use flipped learning in your teaching? So, do you think that would be a factor in whether you want to use flipped learning or not. So, do you think that would also be a factor in your decision to use flipped learning?
So, the next question, how do you think the opinion of your boss or colleagues will influence your decision to use flipped learning. Interviewer: So how do you think the existence of resources or support provided by the university will influence your decision to use flipped learning.
