Implementing the Flipped Classroom Model to Foster EFL Students’ Learning Autonomy
DOI:
https://doi.org/10.55927/fjsr.v4i3.103Keywords:
The Flipped Classroom Model, EFL Students’ Learning Autonomy, English Language LearningAbstract
This study investigates the implementation of the flipped classroom model to enhance EFL students’ learning autonomy at one of junior high school in South Nias. Using classroom action research based on Kemmis and McTaggart’s (2014) model, the study involved 25 ninth-grade students over two cycles. Quantitative data were collected through questionnaires, while qualitative data were obtained via interviews, observations, and document analysis. Findings indicate that the flipped classroom model improved students’ autonomy by fostering engagement, self-regulation, and responsibility in managing their learning. Challenges included limited technological access and varying student readiness. The study highlights the need for adaptive teaching strategies and suggests further research on the long-term impact of the flipped classroom model in different educational settings
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