This essay offers a critical evaluation of the flipped classroom model within the realm of English Language Teaching (ELT). It argues that while the model's promise of active, student-centered learning holds significant potential, particularly for developing speaking skills in EFL contexts, its successful implementation is contingent upon addressing key pedagogical and logistical challenges. The analysis identifies the proliferation of activities and over-reliance on technology as two contentious aspects that can undermine learning efficacy. In response, the essay proposes a framework for quality assurance, emphasizing the cultivation of learner autonomy, the strategic design of in-class and out-of-class tasks, and the need-based integration of digital tools. The conclusion underscores that the flipped classroom is not a panacea but a transformative approach that requires careful adaptation to specific educational contexts to truly enhance English language acquisition.
Zhi‐Zhen Huang (Mon,) studied this question.