The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement

Abstract

ABSTRACTThe present study was an effort to investigate the effects of flipped learning on EFL (English as a foreign language) learners’ L2 speaking, L2 listening, and out-of-class participation and engagement with course materials and activities. To this end, 67 freshmen English students from two universities in Iran were assigned into one of the three groups: structured flipped learning, semi-structured flipped learning, and conventional learning groups. In the semi-structured flipped learning group, the participants cooperated with each other to choose their course materials, while in the structured flipped learning group, the materials were selected by the teacher. Telegram instant messaging was selected as the online platform for the participants in the structured and semi-structured flipped learning groups to perform the preparatory work in a collaborative manner. To elicit the required data, the participants were given a listening test, a speaking test, Learning Experience Questionnaire (LEQ), and four open-ended questions. The results revealed that flipped learning can help EFL learners improve their L2 speaking and listening and be more engaged with materials and activities outside of class. The author presents insights into how flipped learning can increase the quality of language learning and teaching and offers recommendations and implications for practice.