The Implementation of Flipped Learning Model in an ESP Context: An Investigation of Engineering Students’ Attitudes and Expectations at the Biotechnology National School of Constantine
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In recent years, the flipped learning (FL) model has emerged as an innovative and increasingly popular approach to education, transforming how students engage with content and enhancing overall learning outcomes. This model reimagines traditional classroom dynamics by shifting from teacher-centered instruction to a more student-focused experience. In FL, students interact with instructional materials such as pre-recorded lectures, videos, or other multimedia resources outside class time. This frees up in-class hours for active, hands-on learning activities like discussions, problem-solving exercises, group projects, and practical applications that deepen understanding and foster collaboration. As such, the FL model holds promise in biotechnology education, where mastering theoretical concepts and hands-on skills is essential. By allowing students to acquire basic knowledge at their own pace before class, educators can dedicate face-to-face sessions to reinforcing and applying this knowledge in classroom activities. However, the success of FL often hinges on students’ attitudes and expectations toward the model. Those who perceive it as a valuable tool for deeper learning are more likely to fully embrace it, while skepticism or resistance can hinder its effectiveness. This study explores the attitudes and expectations of second-year students at the Biotechnology National School of Constantine, Algeria, regarding the potential implementation of the FL model. Through a questionnaire administered to 47 students, the research seeks to understand how these learners perceive the benefits and challenges of adopting FL in their coursework. The findings offer critical insights not only for English for Specific Purposes (ESP) practitioners but also for administrators and educators considering the integration of FL into biotechnology classrooms and similar ESP contexts. By understanding students' perspectives, educators can design and deliver FL experiences that align with learners' needs and expectations, ultimately fostering their engagement, motivation, and academic success.
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