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Flipped Learning for Young English Learners: Teachers’ Views on Its Supplementary Role and CLIL Appropriateness

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  • Sif Errahmane Founes

Abstract

This study examined primary English teachers’ perceptions regarding the implementation of flipped learning for young learners (ages 9-12) in Poland. Data collection employed a mixed-methods approach to collect data via surveys from 42 teachers and semi-structured interviews with 5 teachers. The results indicate technology is indeed most prevalent with young learners. However, teachers showed high levels of uncertainty about using flipped learning as the primary teaching method with this age group. Teachers mainly view Flipped learning as a supplementary tool, due to several challenges such as the need for consistent parental involvement, and students’ access to technology, The study asserts Content and Language Integrated Learning (CLIL) particularly as a suitable environment for flipped learning to enhance young learners’ English proficiency, provided strategic support to enhance student engagement.

Suggested Citation

  • Sif Errahmane Founes, 2026. "Flipped Learning for Young English Learners: Teachers’ Views on Its Supplementary Role and CLIL Appropriateness," Academicus International Scientific Journal, Entrepreneurship Training Center Albania, issue 33, pages 44-59, January.
    • Handle: RePEc:etc:journl:y:2026:i:33:p:44-59
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    File URL: https://academicus.edu.al/nr33/Academicus-MMXXVI-33-044-059.pdf
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    File URL: https://academicus.edu.al/nr33/Academicus-MMXXVI-33-044-059.html
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    References listed on IDEAS

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    1. José María Campillo-Ferrer & Pedro Miralles-Martínez, 2021. "Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 8(1), pages 1-9, December.
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