The flipped classroom in FFL class : Impacts on learners, teacher's role, and strategies for successful implementation
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Abstract
Traditional teaching, which privileges the one-way transmission of knowledge, is often questioned about its effectiveness in fostering active learning and classroom engagement. In contrast, the flipped classroom has been considered as a method that can enhance learning. Indeed, the flipped classroom emphasizes in-class activities, after learners have studied the contents online. This sequence promotes active learning, which is a central element of learner-centered teaching. Although the flipped classroom is popular in many countries, its development in Thailand, particularly for French as a Foreign Language, remains limited. The research on this topic is also rare. This study introduced the flipped classroom to our Thai students learning French. Our research revealed a positive change in students' perceptions towards this teaching and learning method. Furthermore, this approach encouraged active learning, which involves supports from teachers. In the study, watching videos beforehand allowed learners to familiarize themselves with the subjects at their own pace, anytime and anywhere. However, this transformation in learners' roles might not completely align with teachers' expectations. The findings show the importance of having awareness in the precautions when implementing the flipped classrooms. The guidelines proposed in the conclusion are meant to optimize the effectiveness of teaching French that uses the flipped classroom.
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