Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment

Today, technologies are utilized extensively to support the process of learning according to learner needs. Hence, the advances in technology and ideology have prompted new directions in the second language (L2) instructional practices. This study is carried out in regard to the usage of infographics in a flipped classroom learning environment called “Flipped Classroom Instructional Infographics”. The goal of the research is to assess the perceptions and evaluate the achievements of ESL students in learning English language through flipped classroom instructional infographics. The study is designed as a case study and uses a mixed research method (quantitative and qualitative) in order to obtain the result in a more consistent manner. The data are gathered from 130 students by means of a questionnaire and a focus group interview is conducted to explore the “students' perceptions of infographics”, “students' perceptions of the FCII learning environment” and “students' academic achievements level”. The findings of the study indicate that students' motivations in the experimental group compared to the control group are more triggered by the engaging and comprehensive nature of flipped classroom instructional infographics, meaning that they could absorb the concepts easier, memorize the information faster, and become more confident in the educational process.