Emploi de la classe inversée en vue de développer la conscience phonologique et son effet sur la compréhension orale en français chez les élèves du cycle préparatoire

Abstract

The present study aimed at identifying the effectiveness of using the flipped classroom strategy in developing phonological awareness and its effect on oral comprehension skills among the second year preparatory students in official language schools kalyobyia governorate. The sample of the study consisted of (60) pupils randomly selected from the preparatory second year in Ahmed Zewail official language school. They were randomly assigned into two groups: the experimental group N = (30) and a control group N = (30) pupils. Results of the study revealed the effectiveness of using the flipped classroom strategy in developing phonological awareness among the second year preparatory students. There was a statistically significant difference at the level of (0.01) between the mean scores of the experimental group students in the pre and posttest of the phonological awareness test and on the oral comprehension test in favor of the posttest. Also, there was a statistically significant difference at the level of (0.01) between the mean scores of the experimental group students and those of the control group students in the posttest of the phonological awareness test and on the oral comprehension test in favor of the experimental group students. Therefore, the study revealed the effectiveness of the flipped classroom strategy in developing the phonological awareness and there was a correlation relation between the phonological awareness and the oral comprehension that indicated where the phonological awareness increased, oral comprehension will be increased.