An exploratory study of the lived experiences of Pakistani, undergraduate EFL students in the flipped classroom

Abstract

Recently, Pakistani higher education has decided to transition from a traditional teacher-centered to a more student-centered, communicative classroom. One promising possibility that could help in the transition is the flipped classroom technique. Examining the lived experiences of Pakistani university English as foreign language (EFL) students who have taken part in a course taught using the flipped classroom technique will help in determining possible benefits of the flipped classroom in EFL higher education in Pakistan. This study will use a qualitative approach with a case study design to focus on the lived experiences of Pakistan EFL university students at Sindh University enrolled in a course taught using the flipped classroom model. This study will focus on the students’ impressions, possible changes in study habits, perceived benefits and challenges, and if students experienced higher levels of authentic communication opportunities due to the flipped classroom. By examining the lived experiences of students who have taken part in a course taught using the flipped classroom technique, this study will contribute to the understanding of learning technologies used to support the implementation of a communicative, student-centered learning environment in the undergraduate EFL classroom.