EXPLORING EFL STUDENTS’ PERCEPTIONS OF FLIPPED LEARNING IN WRITING CLASS: A REVIEW OF FAUZAN AND NGABUT (2018)

Abstract

In the era of digital transformation and student-centered pedagogy, the flipped classroom has gained traction as an innovative approach to enhance learning outcomes, particularly in English as a Foreign Language (EFL) contexts. The flipped model reverses the traditional instructional flow by assigning content delivery as homework and utilizing class time for interactive tasks. This shift is especially relevant in writing classes, where active learning, feedback, and collaboration are critical to skill development. The article by Fauzan and Ngabut (2018), titled “EFL Students’ Perception on Flipped Learning in Writing Class”, offers valuable insights into how Indonesian EFL students perceive and respond to this model. This thesis aims to review and critically evaluate their study, highlighting its relevance to TESOL practices and its implications for learner engagement.