The Affordance of Flipped Learning in Instilling Character Education among EFL students

Abstract

Flipped learning, as an innovative learning approach, is increasingly being applied in the context of English as a Foreign Language (EFL), particularly to support student character development. This research stems from the urgent need to integrate character education into language learning, given global challenges that require students to be not only academically competent but also possess moral values, responsibility, and empathy. The purpose of this study is to explore the affordances of flipped learning in instilling character values ​​in EFL students, particularly at the secondary level. This study used a descriptive qualitative approach, collecting data through classroom observations, teacher interviews, and analyzing student reflections. Data were analyzed thematically to identify patterns of character development that emerged during the flipped learning-based learning process. The results show that flipped learning provides more space for students to develop independent learning, responsibility for assignments, and collaborative attitudes in class discussions. Furthermore, students demonstrated increased empathy and openness to differences through peer learning interactions. The teacher acted as a facilitator, emphasizing the values ​​of discipline, integrity, and cooperation. In conclusion, flipped learning is not only effective in improving language skills but also has significant affordances in instilling character education. This model can be a relevant alternative strategy for EFL learning that is oriented towards developing students' academic competencies as well as character.