Iraqi EFL preparatory school teachers' perception of flipped classroom

Teachers around the world work tirelessly to invest in technological innovations in order to raise educational standards and develop new teaching models and strategies. "flipped learning" or "flipped classroom" is one of these model types that appears to heavily rely on technology. This model is gaining worldwide attention among educators of all levels and disciplines. Although the flipped classroom model has gained popularity, few teachers are known about its application in an EFL setting such as Iraq. The present study aims at finding out Iraqi EFL preparatory school teachers’ perception of flipped classroom. The sample of the study includes (285) preparatory school teachers have been selected form different Directorates of Education in Baghdad. The closed questionnaire has been delivered to the participants after assuring the validity and reliability of the instruments. The findings indicate that teachers have positive perceptions of flipped classrooms in terms of challenges, teacher’s role, advantages, assumptions and implementation while they less perceive assessment and feedback. Finally, suggestions for further studies have been exposed