Gamified flipped EFL classroom for primary education: student and teacher perceptions: student and teacher perceptions


*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

67 Citations (Scopus)


Flipped classroom, as an innovative and effective approach, has been widely applied in language teaching and learning, but little is known about primary students’ and teachers’ perceptions of gamified flipped classroom. This research conducted a 1-year project on gamified flipped English as a foreign language classroom among 277 primary students and 8 teachers. Data concerning students’ and teachers’ perceptions were collected by means of in-class observations, interviews, meeting minutes, researchers’ observation logs, and teachers’ and students’ self-reflections and were analyzed according to the grounded theory and thematic analysis. The results showed that both students and teachers agreed on such advantages of gamified flipped classroom: increased learning motivation and engagement, developed learning skills and confidence, and improved learning performance and outcomes. However, teachers considered pre-class self-learning as an essential part of flipped classroom and played an important role in helping students remember and understand the basic knowledge so that more time was available in class for gamified and interactive activities that aimed to assist students’ applying, analyzing, and evaluating of the knowledge, yet not all students indicated favorable attitude toward it. Such differences were probably related to the students’ understandings of the flipped classroom, English proficiency levels, self-regulated learning skills, and ages.

Original languageEnglish
Pages (from-to)213-228
Number of pages16
JournalJournal of Computers in Education
Issue number2
Early online date10 Jan 2020
Publication statusPublished - Jun 2020
Externally publishedYes

Bibliographical note

This research received Grants from the Standing Committee on Language Education and Research (EDB(LE)/P&R/EL/175/2), the Education Bureau of the Hong Kong Special Administrative Region, the Internal Research Grant (RG93/2018-2019R), and the Internal Research Fund (RG 1/2019-2020R), the Education University of Hong Kong. We would like to thank the student and teacher participants for giving their consent to conduct the research project and publish the data.

Publisher Copyright:
© 2020, Beijing Normal University.


  • English as a foreign language
  • Flipped classroom
  • Language learning
  • Primary education


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