Abstract

This study is part of a Design-Based Research (DBR) project aiming to develop an online English learning model, called an online Flipped Classroom with Interactive Response Systems and Task-Based Language Teaching, to teach English or the FITE model. This particular study focuses on Nearpod as an independent learning tool for a flipped writing course within this model. We investigate how students perceive Nearpod and whether their perceptions vary based on their CEFR levels. The study includes 118 first-year students, evenly distributed across CEFR A2 and B1 levels, and employs a 12-week intervention using Nearpod interactive videos. Data collection uses surveys with Likert-scale statements and an open-ended section. Analysis combines quantitative and qualitative methods, providing a comprehensive understanding of student experiences and the impact of the teaching approach. Students expressed highly favorable views of using Nearpod interactive videos for independent learning in flipped writing classes. All 10 survey items received mean scores exceeding 4.0, indicating strong agreement among participants. Positive comments from students highlighted themes of engagement, comprehension, independent study, and convenience. Some students raised concerns about the need for a consistent internet connection and suggested adding subtitles to the videos. Students' perceptions were divided into A2 (beginner) and B1 (intermediate) groups. Beginner students exhibited significantly more positive perceptions compared to intermediate students. The A2 group provided higher average scores across most survey items, indicating that beginners seemed to benefit more from using Nearpod.