Implementing Flipped Learning Pedagogy in Algerian Higher Education: From a recommendation to a necessity

Abstract

The COVID-19 pandemic prompted a significant transformation in teaching methodologies. Flipped Learning (FL) emerged as a strategy to enhance English as a Foreign Language (EFL) instruction by emphasizing student- centered learning, autonomy, and active participation. This approach generally involves students engaging with pre-recorded lectures or online materials before class, thereby allowing in-class time to be dedicated to interactive activities, discussions, and deeper commitment with the subject matter. Although FL has gained popularity in various educational settings, its adoption and effectiveness in Algerian higher education have not been thoroughly investigated. This study investigates the experiences of EFL teachers at the Ecole Normale Supérieure "Assia Djebar" in Constantine, Algeria, focusing on their perspectives on incorporating FL into their post-pandemic teaching. Using a descriptive research design, an online questionnaire was employed to assess teachers' familiarity with FL principles, their experiences with its implementation (including challenges faced during the transition), and their views on its impact on the teaching and learning environment. The study also explored teachers' attitudes toward the necessity and potential benefits of FL in Algerian higher education. The research involved administering an online questionnaire to 20 EFL teachers during the 2021-2022 academic year. Although the sample is limited to this particular institution, it offers valuable insights into the early stages of FL adoption. The findings indicated a shift towards positive attitudes and an acknowledgment of FL's advantages, such as improved development of critical thinking skills. This suggests a growing acceptance of FL as a valuable pedagogical approach for enhancing EFL learning outcomes in Algerian higher education. By embracing the opportunities that FL presents, the higher education system in Algeria can adapt to the challenges and demands of the digital age, better preparing students to succeed in an increasingly interconnected and rapidly evolving world.