TRANSFORMING TRADITIONAL INSTRUCTION: EXAMINING STUDENTS’ PERSPECTIVES ON FLIPPED CLASSROOM IN A DIGITAL LITERACY ERA

Abstract

The increasing integration of digital technology in education has accelerated the adoption of the flipped classroom model, which combines online learning activities with face-to-face instruction. In the context of the digital literacy era, students’ readiness and perceptions toward this instructional approach remain critical issues, particularly in English as a Foreign Language (EFL) classrooms. This study investigates junior high school students’ perceptions of the flipped classroom and examines its perceived effectiveness in supporting learning engagement and confidence. Employing a descriptive quantitative survey design, data were collected from 30 students through a validated five-point Likert-scale questionnaire and analyzed using descriptive statistical measures, including mean scores and frequency distributions. The findings indicate that students hold positive perceptions of the flipped classroom (M = 3.97), categorizing their responses within a high level of acceptance. Participants reported enhanced engagement, active participation, and greater learning confidence through the integration of online and in-class activities. Despite the limited sample size, the results suggest that the flipped classroom represents a pedagogically feasible approach for fostering learner autonomy and engagement in EFL contexts within the digital literacy era. Future research is recommended to employ experimental or mixed-method designs to further examine its impact on measurable learning outcomes.