Attitudes of English Language Teachers towards the Use of the Flipped Classroom ‎in Teaching English to Basic-stage Students in Irbid Governorate

Abstract

The study aimed to determine the attitudes of English language teachers using the flipped classroom strategy of teaching English to students in the basic stage's education in the Hashemite Kingdom of Jordan in the Irbid governorate, according to variables: (teacher's academic degree and years of experience in teaching). The study relied on the descriptive analytical method, and used the questionnaire to collect data from the sample study which consisted of (150) male and female teachers. The results showed that the attitudes of English language teachers towards using the flipped classroom strategy were positive and largely, as the arithmetic mean was (3.86). In addition, the research results found no statistically significant differences at the 0.05 level or less in the teacher's academic degree variable and no statistically significant differences for the variable: number of years of experience teaching English. The results also show that a large group favors modern methods and interactive activities in education as students enjoy and upgrade their academic performance when using these technologies, which include the presence of smart devices. ‎Based on the results, the researcher recommended that to train and qualify English language teachers in schools on how to apply and ‎implement the flipped learning strategy.‎ ‎