AI-Supported Interactive Flipped Learning in Language Education: A Multidimensional Perspective

Abstract

The emergence of artificial intelligence (AI) in education has not only challenged conventional learning environments but has also encouraged the adoption of innovative and active pedagogical approaches, such as flipped learning, particularly when these technologies are effectively integrated. In this context, the present study examined students’ perceptions of the effectiveness of AI-supported flipped learning in fostering cognitive, affective, and 21st-century competencies among English Education students at Sultan Qaboos University (SQU). A convergent mixed-methods design was used. Quantitative data were obtained using a five-point Likert-scale questionnaire administered to 60 undergraduate English Education students, while qualitative data were collected from students’ reflective journals. The findings revealed that students generally perceived AI-supported flipped learning as positively supporting cognitive outcomes, affective outcomes, and twenty-first-century competencies. Motivation and engagement emerged as the strongest affective outcomes, while students also reported positive perceptions of cognitive development, collaboration, digital competence, and self-regulated learning. Correlation analysis further demonstrated significant positive relationships among all six constructs, with the strongest associations observed between motivation and digital competence and between cognitive outcomes and both motivation and collaboration. Qualitative findings emphasized increased engagement, deeper learning experiences, and positive attitudes toward flipped learning. Despite minor challenges related to workload and time management, overall student perceptions were highly positive. The study concluded that students perceived AI-supported flipped learning as an effective pedagogical approach for fostering academic achievement and essential 21st-century skills in higher education.