Abstract

This paper explores the effectiveness of the flipped classroom technique in engaging learners and creating value, as perceived by EFL learners involved in a flipped classroom structure. It also investigates the effect of gender on engagement with and value of flipped activities. The study population consists of 40 EFL learners who attended a flipped learning course in the academic year of 2019-2020.The data were gathered through a questionnaire on a four-point Likert scale. The quantitative data were analyzed descriptively using the parametric Levine’s test and t-test independent sample formula. The results were analyzed by using the SPSS Statistics software package. The results of the t-test formula indicated there were significant differences between male and female perception in terms of their engagement with and value of flipped classroom activities. The females reported greater engagement and a stronger desire to engage, and they valued the flipped techniques more than the male learners. In light of the findings, the study recommends enhancing male learners’ involvement in knowledge acquisition outside the classroom to promote more interest in and value of flipped instruction in the English language classroom.