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Description
Flipped learning has been on the rise as a necessity for many educators in recent years, including ESL/EFL teachers. Most of the research has addressed how students perceive this method of teaching in general, however, EFL students have not been explored as much as they should have been in light of its importance. This study aims to investigate EFL undergraduates' experiences and perceptions of the flipped learning model. To collect data, a questionnaire and a semi-structured interview were conducted for 148 EFL undergraduate students at Vinh University. The results show that the EFL students have a certain amount of experience in applying flipped learning approach in the EFL classroom, also, they have an awareness of the benefits that this method can bring to them. Despite the inevitable limitations, such as inappropriate learning materials and limited technological support, flipped learning appears to be a beneficial approach for EFL students to improve academic performance, increase motivation and active participation, and cultivate active learning habits. This suggests that the flipped learning model can be more effectively utilized for EFL undergraduate education in Vietnam.
