FLIPPED TEACHING AND LEARNING IN ENGLISH LANGUAGE PROGRAMMES IN HIGHER EDUCATION

Flipped teaching over the past fifteen years has invaded the classrooms of schools and has helped evolve the teaching strategy of different disciplines. Although the concept emerged as 'inverted teaching' to allow space for active learning in the school classroom, flipped teaching today, has found its way to higher education settings. Higher education institutions such as Harvard University, have used this approach in physics and other disciplines. Literature reviews however, show that there is little research in the field of Teaching English as a Foreign Language related to using the flipped approach. This paper aims to share the classroom experience of using the flipped teaching approach in delivering English language modules in a higher education setting in the Middle East. The paper will focus on English language teaching using the flipped method, how flipped teaching has impacted L2 students' English language learning, which technical tools are effective for flipped teaching, student support strategies and assessment within the flipped teaching approach of English language learning. The paper shares best practice and recommendations for flipping the teaching of English language learning in an English for Academic Purposes programme in a university setting.