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Available. Open Access. Open Access
Article
Publication date: 4 September 2023

Hamzah S. Rajeh

Incorporating flipped learning (FL) into teaching English as a foreign language may improve student learning outcomes. This study gathered information on Saudi EFL teachers'…

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Abstract

Purpose

Incorporating flipped learning (FL) into teaching English as a foreign language may improve student learning outcomes. This study gathered information on Saudi EFL teachers' readiness and willingness to apply FL. So, it aims to describe Saudi EFL teachers' readiness and willingness to apply FL in language classrooms and to find suitable guidelines for Saudi EFL professional development (PD) designers to follow.

Design/methodology/approach

This descriptive study involved 153 male and female Saudi EFL teachers as participants, investigating the perspectives and perceptions of these teachers within the context of foreign language teaching in Saudi Arabia. Surveys in Qualtrics were employed as the primary data collection tool for the study.

Findings

Results showed that teachers' self-efficacy of their current teaching was high. Most participants had positive attitudes and abilities related to FL, although they also identified potential challenges related to its engagement and assessment. Teachers expressed a strong willingness to participate in PD in this area, with a preference for online videos and group workshops.

Originality/value

The study emphasizes the importance of PD for Saudi EFL teachers. In addition, it offers guidelines for planning effective PD.

Details

Saudi Journal of Language Studies, vol. 3 no. 4
Type: Research Article
ISSN: 2634-243X

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