Exploring Flipped Classroom for Business English: Preliminary Insights from Student Voices and Reflections

This preliminary study investigates student perceptions and reflections on the use of the Flipped Classroom instructional strategy in Business English speaking classes. Drawing on a mixed-method approach with 33 Indonesian undergraduates, the research analyzes questionnaire data and interview transcripts to understand how flipped instruction shapes motivation, engagement, and self-confidence. Quantitative findings indicate generally positive perceptions regarding strategy efficiency, motivation, time allocation, enjoyment, and satisfaction, while qualitative results highlight enhanced preparation, reduced anxiety, and greater speaking confidence. The findings offer early insights into the flipped classroom’s relevance and applicability for Business English instruction, suggesting its potential for wider adoption in professional language education contexts.