Assessing the Efficacy and Acceptance of Flipped Classroom Method in Tertiary-Level English Vocabulary Learning: A Thematic Data Analysis in Post-Pandemic Bangladesh

Advances in technology have caused a significant impact across sectors, including education, which has resulted in the enhancement of systems worldwide, especially in developing countries like Bangladesh. This study probes into the application and adequacy of employing the flipped classroom method in English as a second language (ESL) learning at the tertiary level in Bangladesh as a new initiative that arises from the proliferation of technology. English as a second language instruction in Bangladesh has been teacher-fronted, which limits student participation and language acquisition. However, with the movement to online teaching brought about by the pandemic, it is clear that language instruction must meet the needs and expectations of students. The vital role of vocabulary acquisition for communication and understanding of cultural differences in particular settings makes vocabulary learning critical, and innovation is essential for increased vocabulary acquisition, recall, and retention. The flipped classroom model allows the students to engage with the content before they come to class, allowing classroom time to be more highly interactive and allowing for a variety of pedagogies and learning environments. To investigate the potential of employing the flipped classroom to redress the challenges of traditional vocabulary pedagogy in ESL settings given limited English exposure outside of class, the research assesses the proficiency of students in Bangladesh in applying the flipped learning model and whether using the model ensures language learning and vocabulary acquisition. Using survey data and thematic data analysis from a group of students at the tertiary level, the research examines the effectiveness of the method, the general acceptance, and the challenges of implementing the method in the classroom to give recommendations and guidance to improve the quality and effectiveness of the flipped classroom in practice for language learning and vocabulary acquisition.