The Relative Effectiveness of Flipped Method in the Pakistani ESL Context

Abstract

Despite the increased popularity of Flipped Method in ELT teaching in ESL/EFL settings, it still remains one of the least-researched areas in Pakistan. Since alarmingly low intermediate students’ results in English (Gul, 2016; BISER, 2017; BISER, 2018; BISER, 2019) have a close connection with teacher-centred lecture-delivery teaching methodology (Nawab, 2012; Najmonnisa, Haq, & Saad, 2015; Umar, 2016; Raja & Najmonnisa, 2018) dominant in Pakistani colleges, this quasi-experimental study is conducted to explore the relative effectiveness of Flipped Method in the Pakistani ESL context. Flipped Method was used to teach the reading skill. Experimental (EG, 50) and Control Groups (CG, 54) were made by randomization. Control Group was taught by Traditional Method. A common Pre-test was taken. A channel on YouTube was created. Video lectures were uploaded. A 40-minute class, 3 days a week, was run for 4 weeks. A common Post-test was taken. Two students from EG were also interviewed. Using SPSS, ANCOVA and Paired-Samples t-tests were run for quantitative data analysis, and it was found that the EG’s post-test scores showed significant improvement. Inductive approach thematic analysis (Braun & Clarke, 2021) of qualitative data revealed that learners are strongly attracted towards Flipped Method. The results unambiguously demonstrate that the implementation of Flipped Method can prove a revolutionary transition from teacher-centred pedagogy to student-centred autonomous learning.