The Effects of the Flipped Classroom through Online Video Conferencing on EFL Learners’ Listening Skills

Abstract

It is challenging for EFL teachers to hold in-person classes during a global pandemic. This circumstance discourages EFL students from participating and practising English in class, which affects their performance and test scores, particularly on listening tests. When combined with video conferencing, the flipped classroom has improved student achievement. The present study aimed to examine the effect of the flipped classroom through videoconference on the EFL undergraduate learners’ listening skills and to explore their opinions toward this teaching model. Therefore, the study tried to answer the main questions on the effects and the learners’ opinions toward this teaching model. This study involved 37 undergraduate learners from a state university in Bangkok who were administered a listening pre-test and post-test. In addition, questionnaires and semi-structured interviews were conducted. The findings suggested that the flipped classroom conducted through online video conference affects listening skills since the pre-test and post-test had statistically significant differences. This study also employed a questionnaire and semi-structured interview to collect data from the participants, and the results revealed that the participants held positive opinions toward this teaching model. This study recommends that EFL teachers employ this teaching model in their lessons. Additionally, teachers can develop the findings of this study in future research to help EFL students improve other English abilities apart from listening. Regardless of the global pandemic, which hinders classroom instruction, this idea of instruction can make teaching and learning management as effective as classroom instruction.