Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language

This study provides a framework for identifying, designing, and validating a flipped learning pattern to enhance problem- based teaching approach in higher education instructors in teaching the English language. Also, this endeavors to offer a general blueprint for designing a pedagogical pattern as an improvement strategy in teaching and learning English. The present study is an applied and mixed-method research. In the qualitative phase, a systematic review of 137 written and electronic documents was performed to identify the components of the pattern. Besides, in-depth interviews with 32 available and purposeful experts were done to collect data. As a methodology, researchers used inductive qualitative content analysis. To confirm the obtained components, CVR and CVI were performed in quantitative part with 25 available experts. The final influential elements in pattern formation were determined and approved in 6 main components (selected code), 18 sub-components (pivot code), and 94 properties (open code). Based on the results of CVR = 0.9, CVI = 1, and the reliability of the questionnaire r = 0.83, all 118 components were confirmed. The activities before, during, and after the class were separately approved along with the independent activities of the teacher and learner. The results indicated the acceptability of the pattern indicators. It showed that choosing the correct and principled teaching method with conscious design can solve English teaching-learning problems according to the experts’ perspectives. Besides, it not only helps English instructors and learners how to plan but also encourages them to use it in various fields.