Adopting the flipped classroom model in EFL classrooms: transforming active learning for Moroccan high school students

Abstract

This study explored the impact of the Flipped Classroom Model on improving EFL proficiency among high school students in Morocco. Conventional EFL teaching methods in Moroccan institutions typically focus on teacher-led instruction, which restricts student involvement and practical language use. Conversely, the Flipped Classroom Model reallocates content delivery to outside the classroom, enabling class time to be dedicated to interactive, student-focused activities that foster active learning and critical thinking (Freeman et al., Proc Natl Acad Sci U S A 111(23):8410–8415, 2014; Al-Zahrani, B J Educ Technol 46(6):1133–1148, 2015). Emphasizing a mixed-methods approach, this study integrated quantitative data from pre- and post-tests with qualitative feedback from student and teacher surveys, classroom observations, and focus group discussions. The findings demonstrated a statistically significant enhancement in students’ language abilities, including speaking, reading, and listening, after the FCM was implemented, with mean differences between 14.6 and 15.8 points. Furthermore, the study indicated high student satisfaction, reflected in a mean score of 4.3 out of 5, alongside increased participation in classroom activities. Nonetheless, challenges were noted, particularly regarding students’ self-paced learning management and the heightened workload for teachers in preparing pre-class materials. The results implied that while the Flipped Classroom Model effectively boosts language proficiency and engagement, it necessitates strong support systems to tackle the challenges linked to self-directed learning and teacher preparation. Recommendations include enhancing support for students, providing institutional support for educators, and conducting studies to evaluate the impacts of the FCM in educational settings.