Date of Degree
2026
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Curriculum and Instruction (CI)
Director
Lampi, Jodi
Committee Members
Cohen, James; Hunt, Rebecca; Dwomoh, Razak
Keywords
Flipped Classroom, English as a Foreign Language (EFL), Saudi EFL Teachers, Teacher Experiences
Abstract
This qualitative phenomenological study aimed to explore the lived experiences of Saudi teachers of English as a Foreign Language (EFL) who implemented the flipped classroom model in a middle school context in southern Saudi Arabia. To achieve this aim, the research questions examined teachers’ descriptions of their lived experiences and perceptions of implementing the flipped classroom strategy, as well as the contextual factors that influenced these experiences in middle school classrooms. To guide the investigation, the study was informed by Active Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, which provided a conceptual lens for examining teachers’ experiences in implementing the flipped classroom model. In order to collect relevant data, semi-structured interviews were conducted with thirteen teachers who had experience implementing the flipped classroom approach. The findings revealed that teachers perceived the flipped classroom model as effective in enhancing student engagement, active learning, and collaborative learning. At the same time, participants identified several challenges associated with its implementation, including limited technological access, increased preparation time, and the need for additional professional training. Based on these findings, the study concludes that the flipped classroom model can be effectively implemented in EFL instruction when schools provide adequate technological infrastructure, institutional support, and continuous professional development opportunities for teachers.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Bin Dlil, Amal, "Exploring Saudi Arabian EFL Teachers’ Experiences with the Flipped Classroom" (2026). Dissertations of Practice. 109.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/109
