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The application of flipped classroom techniques in second language acquisition has gained increasing attention due to their perceived potential for improving students' academic achievement and motivation at the secondary school level. This literature review examines existing research on flipped classrooms in teaching English as a foreign language (EFL), with the aim of contextualizing an investigation of teachers' perceptions of the adoption of flipped models in public secondary schools in Ambato. By assessing through surveys and interviews educators' attitudes and experiences with flipped EFL classrooms, this study aims to provide data-driven guidance to regional institutions and instructors on challenges, outcomes, best practices, and recommendations to enable effective implementation. Considering that strong English proficiency is closely related to academic and career opportunities for Ambato's youth, this research seeks to assess the feasibility of flipped techniques to optimize local EFL pedagogy by highlighting faculty perspectives on friction points and successes in employing flipped learning.
Referências
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