FLIPPED LEARNING READINESS AMONG ENGLISH LECTURERS: A FORMATION OF CONCEPTUAL FRAMEWORK

Abstract

This conceptual paper describes the formation of conceptual framework for flipped learning readiness among English lecturers. This paper has been divided into several categories such as introduction, problem statement, the objectives of the research, conceptual framework, and conclusion. From the study, it can be seen that there are two elements has been added to the conceptual framework which are the use of technology and teaching writing skill using problem-based learning (PBL). As this research not covering all 4 main models of blended learning, future research can be focused at the whole model of blended learning from various aspects.