Teacher’s roles in using flipped learning approach to develop learner autonomy for non-english majored students

Abstract

     Grounded on flipped learning approach, found many things in common with Holec’s, (1981, p.3) in the way he defined autonomous learners, the paper discusses the teachers’ roles in using flipped learning approach to develop learner autonomy for non-English majored students by making short review on different works recently on the approach. Findings show that flipped learning approach brings so many benefits to students in general and non-English majored ones in particular. Teachers as managers, organizer, counselors, facilitators and resources are the listed roles. The review is designed in four main parts: apart from the Introduction and Conclusion, the literature reviews provide recent works on the field, and the review on implementation process gives readers some ideas on the way to get the model work in certain situations.