Li Fang
ABSTRACT
This study assessed the extent of technology integration, utilization of instructional strategies, and student engagement in flipped English classrooms using a mixed-method approach. Participants included teachers and students, whose assessments indicated a “very great extent” of technology integration across five dimensions: classroom management, content delivery, assessment, student collaboration, and feedbacking. Gender and training significantly influenced technology integration. Results also showed that the utilization of instructional strategies along lesson delivery, assessment, and feedbacking were rated to a very great extent, while students’ engagement levels before, during, and after class were rated “very high”. Engagement varied significantly by program of study, gender, and grade level. Correlation analyses revealed significant relationships between teachers’ technology integration, instructional strategies, and student engagement. Challenges encountered included teachers’ preparation time for digital materials and students’ limited English skills and examination pressures. The findings highlighted the fundamental role of flipped classrooms in fostering engagement and supporting learning, emphasizing the need to address identified challenges.
Keywords: Flipped classroom, student engagement, technology integration, utilization of instructional strategies