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

Abstract

The COVID-19 pandemic caused a major shift in language teaching methodologies. Characterised by a focus on student-centered learning, autonomy, and active engagement, flipped learning (FL) emerged as a promising approach to enhance English as a Foreign Language (EFL) instruction. This pedagogical strategy typically involves students accessing online materials (mini-lectures) before class, thereby affording increased in-class time for interactive discussions, exercises, and deeper content exploration. While FL has demonstrated efficacy in diverse educational settings, its implementation and impact within Algerian higher education remain relatively unexplored. To achieve the research objectives, a descriptive research design was employed using an online questionnaire aimed to assess teachers' knowledge of FL principles, implementation experiences (including encountered challenges), and perceptions of its impact on the teaching and learning environment. Moreover, the study examined teachers' attitudes toward the necessity and the potential benefits of FL within Algerian higher education. An online questionnaire was administered to 20 EFL teachers at the Ecole Normale Supérieure "Assia Djebar" in Constantine, Algeria, during the academic year 2021-2022. Although limited to this higher education institution, the participants offer valuable insights into the early stages of FL adoption. The findings revealed a positive shift in attitudes, with teachers increasingly recognising the benefits of FL, such as enhanced critical thinking skills. This indicates a growing acceptance of FL as a viable pedagogical strategy for improving EFL learning outcomes in Algerian higher education. Consequently, Algerian higher education institutions can better equip students for the demands of the digital age by capitalising on the opportunities presented by FL.