STUDENTS' INCREASED AUTONOMY AND MOTIVATION TO LEARN ENGLISH THROUGH FLIPPED LEARNING

Technology integration in the educational arena is one of the most striking issues recently. And it has gained a substantial consideration among educationists, scholars and teachers. These latter have become more and more interested in implementing educational technologies in the teaching and learning processes. This research adds to the growing number of studies investigating educational technologies and their impacts on teaching and learning. This study inquires upon students' motivation and autonomy to learn English in a flipped learning mode of instruction. The method of data collection was effectuated using surveys. Results depict increased motivation and desire to learn English. It also outlines that while learning under a flipped learning mode of instruction, students have developed a sense of independence and become more autonomous and self-reliant language learners. Students now, through Flipped learning, perceive themselves not merely as simple English language learners but critical thinkers and community servers.