Teacher and Student Reflections on a Flipped Learning Model for Engineering Students: A Qualitative Study at a Vietnamese University

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Flipped learning model significantly improves student engagement in engineering courses.
Student engagement was notably high across qualitative feedback from 325 participants over 17 weeks.
Qualitative study design allowed deep insights into teacher support and student perceptions of the flipped model.
Results may strengthen future pedagogical approaches to English language instruction in specialized programs.

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Qualitative study reveals flipped learning enhances student engagement in engineering courses, indicating effective teacher support is crucial.

Ngo Phuong Anh (2025) studied this question.

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Qualitative study reveals flipped learning enhances student engagement in engineering courses, indicating effective teacher support is crucial.