Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges
Research Article
GS Spark: Journal of Applied Academic Discourse, Volume 3, Issue 1, June 2025, -
Publication date: Jun 30, 2025
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APA
In-text citation: (Timilsina & Bhurtel, 2025)
Reference: Timilsina, P., & Bhurtel, S. (2025). Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges. GS Spark: Journal of Applied Academic Discourse, 3(1), -.
Reference: Timilsina, P., & Bhurtel, S. (2025). Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges. GS Spark: Journal of Applied Academic Discourse, 3(1), -.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Timilsina P, Bhurtel S. Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges. GS Spark: Journal of Applied Academic Discourse. 2025;3(1):.
Reference: Timilsina P, Bhurtel S. Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges. GS Spark: Journal of Applied Academic Discourse. 2025;3(1):.
AMA
In-text citation: (1), (2), (3), etc.
Reference: Timilsina P, Bhurtel S. Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges. GS Spark: Journal of Applied Academic Discourse. 2025;3(1), -.
Reference: Timilsina P, Bhurtel S. Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges. GS Spark: Journal of Applied Academic Discourse. 2025;3(1), -.
Chicago
In-text citation: (Timilsina and Bhurtel, 2025)
Reference: Timilsina, Pusparaj, and Sima Bhurtel. "Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges". GS Spark: Journal of Applied Academic Discourse 2025 3 no. 1 (2025): -.
Reference: Timilsina, Pusparaj, and Sima Bhurtel. "Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges". GS Spark: Journal of Applied Academic Discourse 2025 3 no. 1 (2025): -.
Harvard
In-text citation: (Timilsina and Bhurtel, 2025)
Reference: Timilsina, P., and Bhurtel, S. (2025). Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges. GS Spark: Journal of Applied Academic Discourse, 3(1), pp. -.
Reference: Timilsina, P., and Bhurtel, S. (2025). Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges. GS Spark: Journal of Applied Academic Discourse, 3(1), pp. -.
MLA
In-text citation: (Timilsina and Bhurtel, 2025)
Reference: Timilsina, Pusparaj et al. "Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges". GS Spark: Journal of Applied Academic Discourse, vol. 3, no. 1, 2025, pp. -.
Reference: Timilsina, Pusparaj et al. "Flipped Classroom in Secondary Level English Language Teaching: Opportunities and Challenges". GS Spark: Journal of Applied Academic Discourse, vol. 3, no. 1, 2025, pp. -.
ABSTRACT
With the advancement of educational technology and changing context, pedagogical approaches are shifting. The shift is occurring from teacher-centered models to students-centered approaches. Among various teaching methodologies, a flipped classroom (FC) pedagogy involves inverting a designed course into multitude of home assignments, such as videos, reading texts, podcasts, audio lectures, online quizzes, journal entires and newspapers surveys. Thus, pre-class activities and lectures are viewed outside of class and class time is devoted to active learning through activities such as demonstrations, group work, problem-solving and presentation (Hussey et al., A Primer 169). Among various teaching methodologies and approaches, flipped classroom model is one of the most applied methodologies in academic field these days. This study was conducted to explore teachers’ perception and their experiences while teaching high school students in language classroom. This research work reports the perspectives and experiences of flipped classroom pedagogy of six secondary-level English language teachers in Nepal by conducting narrative inquiry through semi-structured interviews and questionnaire that incorporates the opportunities and challenges faced by them. This research paper is assessed in connection with Alison King’s Constructionist Model. Teachers’ responses revealed that teachers recognize Flipped Classroom’s importance for increasing students’ learning interest to uplift autonomy. However, many teachers face challenges such as lack of technology access, constraints in curriculum and lack of teacher training. This study appeals the educators and policymakers to prioritize FC implementation in the context of Nepal in secondary-level education.
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LICENSE
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