FLIPPED CLASSROOM VS OPEN EDUCATIONAL RESOURCES (OER) INSTRUCTION IN EFL CLASSROOMS: EVIDENCE FROM MULTILINGUAL CONTEXTS

Abstract

This study examined the comparative effectiveness of flipped classroom instruction and Open Educational Resources (OER)-based instruction in an Online English Language Teaching (ELT) Academy within a multilingual EFL context. Using a quasi-experimental mixed-methods design, two intact online classes were exposed to flipped classroom instruction and OER-based instruction over eight weeks. Quantitative data were collected through pre-tests and post-tests to measure learners’ language performance, while qualitative data were obtained through learner perception questionnaires and semi-structured interviews to explore engagement and learning experiences. The findings revealed that both instructional approaches led to significant improvements in learners’ EFL performance. However, learners in the flipped classroom group demonstrated higher language gains and reported greater engagement and interaction compared to those in the OER-based instruction group. Qualitative findings further indicated that structured pre-class preparation and increased opportunities for synchronous interaction contributed to the effectiveness of flipped instruction, whereas OER-based instruction was valued for its accessibility and flexibility. The study concludes that flipped classroom instruction is particularly effective in online multilingual EFL settings, while OER-based materials can play a complementary role in supporting inclusive and flexible language learning.