Abstract
Recent research has shown that the flipped model had a great success in higher education. Yet, there are very limited experimental studies that prove its effects on EFL students’ academic achievement in Moroccan higher education. The central objective of this paper is to investigate the effectiveness of the flipped model in an EFL Phonology course and its effect on students’ academic achievement. The sample was composed of 156 participants (n=156) of two intact groups of EFL phonology course at two Moroccan higher education institutions. In a semester-long study, the phonology course was taught using the flipped model. Working with the existing intact classrooms made the study adopt a quasi-experiment design. The teacher inverted the course by offering lectures via videos for students to view at home using the free online platform Edpuzzle and then followed up by providing activities and more practice in the classroom. Quantitative data were gathered using self-designed achievement test as a pre-test and post-test for both control and experimental groups. The results revealed a significant increase in the participants’ academic achievement in the experimental group in comparison to the control group.
Highlights
The integration of educational technologies in different school settings is fast becoming a key instrument in the educational reform in Morocco
It is possible to assume that this study rejects the null-hypothesis that there are no significant differences in academic achievement between EFL phonology students in the flipped classroom model (FCM) and those in the traditional class
The effectiveness of the flipped classroom model in improving phonology performance among EFL students in the experimental group could be attributed to the following factors: In a traditional classroom, students would spend the whole or most of the class-time learning the information with no background knowledge that would help generate feedback or discussion (Jundt et al, 2015)
Summary
It is highly recommended that our country's educational system must take into account the prosperity of the digital revolution that is shaping our students’ life and the global economic development nowadays. It must be noted in this regard that the Moroccan higher education, in particular is in need of a new model that inspires innovative educational practices with new technologies and ways of organizing education. It has become obvious that what would constitute the model for future higher education institutions is their heavy influence of educational digital technologies
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