Porari flipped project model: A culturally responsive framework for learner-centred EFL instruction

Abstract

Project-based learning (PBL), flipped classroom (FC), and micro-learning have expanded opportunities for learner-centred learning in technology-enhanced English as a Foreign Language (EFL) education. However, these approaches are often implemented separately, which can limit continuity of learning, learner preparation, collaboration and the use of local culture. This conceptual paper proposes the Porari flipped project model as a culturally grounded, technology-enhanced instructional framework for learner-centred EFL instruction. The model integrates PBL, FC, technology-supported micro-learning, digital learning platforms and the Riau Malay Porari cooperative culture. PBL provides the project structure; FC organises learning across the before-, during- and after-class stages; technology-supported micro-learning provides continuous cognitive support; digital platforms support communication, collaboration, feedback, reflection and evaluation; and Porari guides collaboration through participation, shared responsibility and reciprocal support. The model contributes to educational technology by integrating pedagogical, technological, and cultural components into a single instructional design. It extends FC through a continuous three-stage learning cycle, positions technology-supported micro-learning as continuous cognitive support and uses the Porari cooperative culture as a pedagogical principle for organising collaboration in PBL. Future research should examine its implementation, effectiveness and adaptability across EFL and cultural contexts.

Implications for practice or policy:

• Lecturers can use the model to support learner-centred EFL instruction.
• Lecturers can organise technology-enhanced EFL learning through continuous before-, during- and after-class cycles.
• Lecturers can provide short digital resources as continuous cognitive support for preparation and collaborative projects through technology-supported micro-learning.
• Lecturers can utilise local culture as project content and a collaboration protocol for regulating participation and reciprocal engagement.
• Instructional designers may adapt the framework to different EFL and cultural contexts.