Exploring student perceptions of the flipped classroom in reading comprehension: The case of Ibn Tofail University

Flipped classroom is one of the recent innovative modes of instruction adopted in English as a Foreign Language (EFL) education to enhance learning and teaching. Drawing on the socio-cultural constructivism theory, this study explores university students’ perceptions of the effects of the flipped classroom model on self-directed learning, engagements, higher-order thinking skills, satisfaction and teacher roles in reading comprehension course. It should be noted that a little research has been conducted to investigate students’ perceptions of the flipped model in Morocco. To address this gap, a total number of 39 first-semester undergraduate students from the English Department, Ibn Tofail University in Kenitra participated in the research. Data on student perceptions were collected through a structured closed-ended questionnaire and analyzed using both descriptive statistics (mean, standard deviation, and percentages) and inferential statistics (independent samples t-test). The findings suggest positive perceptions about the flipped classroom model. The study concludes that this model enables students to develop critical thinking and problem-solving abilities. It also promotes collaborative classroom discussions, creating a dynamic and student-centered learning environment.