Flipped learning in a higher education course in English phonetics and phonology

doc. Hana Vančová, University of Trnava, Slovakia

Flexible organization of formal learning process via modern technologies has proven to be efficient. Meaningful learning management based on reversing the order and aims of activities in and out of the classroom, formally referred to as flipped learning, has become increasingly popular. The paper aims to present the results of a questionnaire survey collecting information within a university course in English phonetics and phonology, during which a systematic attempt to integrate elements of flipped learning was implemented. The course participants familiarized themselves with the theoretical introduction and carried out the comprehension check in form of weekly tests the students needed to fill out after each reading. The questionnaire aimed to answer two central questions: (1) what is the students’ attitude to flipped learning? and (2) are students willing to continue with flipped learning in other courses in the future? The results indicate an overall positive attitude of the participants toward flipped learning and recognition of the potential flipped learning in their future academic studies.