Exploring Students’ Flipped Learning Experiences in an Undergraduate English Debate Course: Qualitative Insights for Innovative EFL Teaching in China

Abstract

This study examines the experiences of EFL students with flipped learning in an undergraduate English debate course, providing qualitative insights into innovative teaching practices in China. It explores the impact of the flipped classroom model on student motivation and engagement. Thirty-two second-year English majors from a public university in Sichuan, China, participated in a 16-week flipped learning program. Data were collected through semi-structured focus group interviews and open-ended questionnaires. Six key themes emerged from the qualitative analysis: student engagement, teacher roles, collaboration and interaction, instructional materials, BP debate exercises, and technological challenges. The findings indicate that the flipped model enhances student motivation and engagement, promotes collaborative learning, and supports effective technology use. However, challenges such as time management, technological skills, limited teacher guidance, and peer collaboration were also identified. This study offers insights into using flipped learning in debate courses and provides practical recommendations for educators aiming to integrate technology and innovative methods, particularly in the context of generative artificial intelligence.