Assessing the Opportunities and Obstacles of the Implementation of the Flipped Classroom in Algerian Higher Education

Abstract

Learning English has become one of the highly demanded disciplines in the recent couple of years. Yet, ELT in Algerian higher education still in need to be updated and promoted. Educational studies have proven that teaching methods are in an ongoing progress. Recently, a new approach of teaching has been emerged, namely, the flipped classroom. This study endeavors at evaluating the Teachers’ perception about the eventual opportunities and obstacles of applying this innovative approach in teaching English in Algerian higher education. In order to achieve this objective, a study has been conducted on a sample of higher education English teachers that aims primarily to assess their views towards this teaching model. Accordingly, a descriptive qualitative approach has been applied in which the questionnaire was the main research instrument. The collected data revealed that although implementing the flipped classroom would be beneficial to both teachers and learners, it may face some hindrances