Connecting in-class and out-of-class learning: Integrating online resources and blog writing for EFL proficiency enhancement

Abstract

The paper presents a study that addresses common issues in the EFL context, specifically the lack of student engagement and limited exposure to the language. The study implemented a flipped classroom approach to enhance learner engagement and improve language learning outcomes. This study involved 32 non-English majors and utilized 6 Minute English Podcasts and TED Talks as core materials, supplemented by blog writing assignments to connect in-class and out-of-class learning. Students engaged with online course materials before attending in-class discussions and worked on their blog assignments after class. Research tools included pre- and post-language proficiency tests, an end-of-semester questionnaire, student blog writings, and their reflection papers.
 The results of the Wilcoxon signed-rank test indicated a significant improvement in students' listening skills (z=-4.099, p<0.001). Regarding their performance in speaking and writing, the results of the paired t-tests showed that students demonstrated varying levels of improvement, with the most significant improvements in the writing test (p<0.001) with a large effect size (d=1.94). The findings highlight significant progress in listening, writing, and listen-to-write skills, resulting from the synergistic integration of high-quality online audio and video resources, blog writing assignments, and the flipped teaching approach. This research offers valuable insights for practitioners seeking to enhance language acquisition, particularly within the EFL context.