Implementation of flipped classroom model and its effectiveness on English speaking performance

Mohamad Yahya Abdullah, Supyan Hussin, Kemboja Ismail

Research output: Contribution to journalArticle

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.

Original languageEnglish
Pages (from-to)130-147
Number of pages18
JournalInternational Journal of Emerging Technologies in Learning
Volume14
Issue number9
DOIs
Publication statusPublished - 1 Jan 2019

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speaking
Students
classroom
performance
Teaching
teaching strategy
Sampling
communication skills
Communication
student
commitment
teacher
interview
Group

Keywords

  • Classroom environment
  • EFL context
  • English speaking performance
  • Flipped classroom model

ASJC Scopus subject areas

  • Education
  • Engineering(all)

Cite this

Implementation of flipped classroom model and its effectiveness on English speaking performance. / Abdullah, Mohamad Yahya; Hussin, Supyan; Ismail, Kemboja.

In: International Journal of Emerging Technologies in Learning, Vol. 14, No. 9, 01.01.2019, p. 130-147.

Research output: Contribution to journalArticle

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