Abstract:

Teaching English as a Foreign Language (EFL) has undergone theoretical and practical changes during decades depending on the conditions of the era. Changing circumstances have caused different approaches to emerge. With the introduction of the internet into social life and the area of education, different technological infrastructures have been created and put into practice in schools. While IT (Information Technology) once was only taught as a course at schools, even the courses themselves are now being provided through the Internet and the technological infrastructures it presents. Technological advances in recent decades have modernized EFL teaching accordingly. Technology has been benefited to assist the teaching and learning process and specially to deliver the information in different modes. As a more recent development, with widely implemented distance education after the COVID-19 pandemic broke out in the beginning of 2020, which affected the whole education system and settings, the need for emphasizing and investigating contemporary educational models and approaches for EFL classes has become a necessity. Therefore, in this conceptual study, we aimed to discuss blended learning and flipped classroom theoretically as contemporary approaches that are used in EFL classrooms. Specifically, we discussed the hegemony of technology, blended learning and flipped classroom in English language classrooms by investigating the recent studies and the literature on these concepts. The literature has revealed that these contemporary instruction modes which have increasingly been investigated are highly advantageous and useful for both teachers and students. In this conceptual study, it has been concluded that blended learning and flipped classroom are effective in increasing students’ academic performances and motivation. It has also been found that they can lead students to have positive attitudes towards learning English.

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