Flipped Learning for Young English Learners: Teachers' Views on Its Supplementary Role and CLIL Appropriateness.
This study examined primary English teachers' perceptions regarding the implementation of flipped learning for young learners (ages 9-12) in Poland. Data collection employed a mixed-methods approach to collect data via surveys from 42 teachers and semi-structured interviews with 5 teachers. The resu...
| Publicado en: | Academicus no. 33; pp. 44 - 60 |
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| Formato: | Artículo |
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Academicus
2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=191198121&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191198121 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 20793715 BK4T jtl: Academicus issn: 20793715 maglogo: N pubinfo: dt: 2026 iid: 33 pid: 68858 pub: Academicus artinfo: ui: 191198121 ppf: 44 ppct: 16 formats: fmt: @attributes: type: P size: 1.9MB tig: atl: Flipped Learning for Young English Learners: Teachers' Views on Its Supplementary Role and CLIL Appropriateness. aug: au: Founes, Sif Errahmane affil: Faculty of Education, Warsaw University, Poland su: Teacher attitudes Educational technology Teaching methods Limited English-proficient students Education methodology Student engagement Active learning Poland sug: subj: Poland Teacher attitudes Educational technology Teaching methods Limited English-proficient students Education methodology Student engagement Active learning keyword: CLIL Flipped learning Teachers' perceptions Young learners ab: This study examined primary English teachers' perceptions regarding the implementation of flipped learning for young learners (ages 9-12) in Poland. Data collection employed a mixed-methods approach to collect data via surveys from 42 teachers and semi-structured interviews with 5 teachers. The results indicate technology is indeed most prevalent with young learners. However, teachers showed high levels of uncertainty about using flipped learning as the primary teaching method with this age group. Teachers mainly view Flipped learning as a supplementary tool, due to several challenges such as the need for consistent parental involvement, and students' access to technology, The study asserts Content and Language Integrated Learning (CLIL) particularly as a suitable environment for flipped learning to enhance young learners' English proficiency, provided strategic support to enhance student engagement. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Academicus is the property of Academicus and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Academicus holder: Academicus dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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