<![CDATA[This study looks into how teachers and students perceive flipped learning when teaching English as a Foreign Language (EFL), with an emphasis on engagement, attitudes and instructional strategies at two State Vocational High School in Tasikmalaya. Data were gathered using narrative inquiry design, using semi-structured interview and narrative frame of five English teachers and five vocational students. Thematic study found that flipped learning improved engagement in the behavioral, emotional, cognitive, and reflective, and social aspect. Overall attitudes toward flipped learning were positive, with emphasis on usefulness, autonomy, engagement, motivation and satisfaction. Instructional strategy combined pre-class with active in-class activities, demonstrating flipped learning's transformative potential in vocational EFL context.]]>
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