Abstract
Learners of English as a foreign language (EFL) face various challenges which impede their efforts to achieve English proficiency, especially in speaking performance. In response, this study sets out to use the Flipped Classroom Model (FCM) as a teaching method to investigate the effective-ness of the FCM on EFL learners’ anxiety in English speaking performance. A mixed-methods research design was utilized whereby 27 Omani under-graduate students majoring in English as a foreign language at Buraimi Uni-versity College (BUC), Sultanate of Oman were selected purposively as the subjects of the study. The collected data involved the Anxiety in English Speaking Performance Questionnaire (AESPQ) that was distributed in three stages: pre, midway and post the implementation of FCM. Another set of da-ta was elicited in the focus group interviews and students’ reflective jour-nals. Findings indicated that after twelve weeks of using FCM, a considera-ble improvement occurred on EFL learners’ anxiety in English speaking per-formance across time. The results of the One-way ANOVA showed that there were significant differences among the EFL learners’ levels of anxiety in speaking English, F (₂, ₅₂) = 111.492, P<0.001, η2= 0.811), and MANOVA results revealed that there was a significant difference between the four di-mensions of AESPQ over time (Wilks Lambda =0.017, F= 134.718, 2=0.983). FCM was found to be appropriate to all the students in this study since it satisfied their needs and suited their learning styles. Essentially, the findings reported in this research would contribute to advancing English language teaching, not only in instructional design but also in promoting EFL instructors to be more interested in using FCM.
Highlights
In the field of Second Language Acquisition (SLA), the term anxiety is associated with learning a second and foreign language; it is called second/foreign language anxiety
The results demonstrate a significant lessening occurred at the EFL learners’ anxiety in English speaking performance across time
The results indicate that the four dimensions of anxiety in English speaking performance significantly were reduced across the time of FCM implementation
Summary
In the field of Second Language Acquisition (SLA), the term anxiety is associated with learning a second and foreign language; it is called second/foreign language anxiety. Horwitz [1] stated that foreign language anxiety is known as the common emotional reaction impacted one-third of EFL learners. In terms of learning English speaking, Hashemi [2] contended that feeling of stress, dread, nervousness, and apprehension is creating a mental block that impacts negatively on the EFL learners’ English speaking performance. Elia and Irianti [7] contended that anxiety as one of the psychological factors contributes significantly to creating the ‘frame of mind’ which determines learners’ achievement, mainly speaking performance. They concluded that anxiety is the essential causes to hinder EFL learners’ speaking performance
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