The Impact of Flipped Instruction on Enhancing EFL In-Service Teachers' Professional Competences
Keywords:
Flipped Learning, EFL In-Service Teachers, Linguistic Competences, Professional Competences, Critical ReflectionAbstract
The present study aimed to investigate the effective of a flipped learning program in developing EFL in-service teachers’ linguistic competences, professional competences, and critical reflection. A quasi-experimental one-group pre–posttest design was employed. The participants comprised 29 EFL in-service teachers selected purposively from schools in the Eastern Province of Saudi Arabia. The participants received instruction through a researcher-developed flipped learning program designed to integrate independent pre-class learning with interactive, collaborative, and reflective activities during the instructional sessions. A Linguistic Competences Test and Questionnaire, a Professional Competences Test and Questionnaire, and a Critical Reflection Test and Questionnaire. The instruments were constructed in light of the relevant literature, competency frameworks, and the results of researcher-developed questionnaires and were subsequently submitted to a panel of TEFL experts to establish their content validity. The instruments were administered before and after the implementation of the program to determine changes in the participants’ linguistic competences, professional competences, and critical reflection. The findings revealed statistically significant differences between the participants’ pre- and post-administration scores on the study instruments, with the post-administration results consistently exceeding the pre-administration results. Overall, the findings provide empirical evidence that the flipped learning program was effective in developing EFL in-service teachers’ linguistic competences, professional competences, and critical reflection. The results further suggest that integrating independent pre-class preparation with interactive, collaborative, application-oriented, and reflective in-class learning can provide a potentially effective framework for continuing professional development of EFL in-service teachers........
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