Abstract
In this study, combined method using pre and post oral proficiency tests, observation, and focus group interviews were used to examine the effectiveness of using flipped classroom model on English speaking performance. The study population consists of 27 undergraduate students who were attending the course of Advanced Communication Skills, in the academic year of 2018. A purposeful sampling technique, specifically quasi-experimental procedure was employed in this study. The analysis of quantitative and qualitative data showed that the application of FCM was an effective approach in the EFL speaking classroom. The results of paired-sample t-test indicated that there was a significant difference between pre and post oral proficiency tests t (26) = -14.83, p<0.001. Moreover, it was found that students’ involvement and willingness to participate in the English conversational tasks and their level of commitment and English speaking performance have increased gradually. In light of the findings, the study recommended encouraging teachers to employ modern technologies in their teaching strategies, particularly FCM.
Highlights
In the domain of English language teaching and learning, speaking is considered one of the most important skills as to determining learners’ aptitude to use the language efficiently
Considering the well-established links between the features of Flipped Classroom Model (FCM) and foreign language achievement, which have been validated by the literature, this study examines if this model forms the best approach in which teachers can create interactive, encouraging, and engaging environment to help students overcome speaking difficulties and optimise their English speaking performance
To what extent could the application of flipped classroom model have improved English speaking performance of English as a Foreign Language (EFL) learners?
Summary
In the domain of English language teaching and learning, speaking is considered one of the most important skills as to determining learners’ aptitude to use the language efficiently. Numan [1] contends that the success of the second or foreign language learning process can be measured through learners’ ability to perform a conversation. Brown [2] stated that speaking is an interactive process of constructing meaning that involves the actions of receiving, processing, and producing information due to the context of a speech. Nunan [3] highlighted speaking skill as “the productive oral skill. It consists of producing systematic verbal utterance to convey meaning.”
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