The Effect of Flipped Classroom Technique on Developing English Speaking Skills of EFL learners

Year 2023, Issue: 36, 1392 - 1403, 21.10.2023

Çağlar Demir , Hossein Mirzaie

https://doi.org/10.29000/rumelide.1372487

Abstract

Various innovative language teaching techniques have been created and applied in language classes to improve students’ speaking skills. Flipped classroom technique, a new pedagogical model, has paved the way for transformation in the foreign language teaching field for it provides students with online instruction or language content in videos to be studied as homework and an opportunity to practice linguistic input in the classroom. The purpose of this study is to explore the effect of the Flipped Classroom Technique on developing the English Speaking Skills of EFL learners. Semi-experimental method was used to examine the data. The population of the study was made up of Forty-seven intermediate EFL students in an English institute in Khorramabad, Iran. They were divided into two groups, experimental (males=8, females=9) and control group (males=9, females=8). Each group comprised of seventeen students. The experimental group was taught based on flipped classroom techniques while the control group was taught according to traditional methods. Besides, the participants’ age range was between 16 to 26 years old. The instruments used for data collection are the IELTS Speaking Test, Multimedia resources, Brainstorming, and the IELTS speaking rubric. The findings of the study show that there is a meaningful difference between those instructed with flipped classroom techniques and those instructed with traditional methods. Those who were taught by the flipped technique outperformed those who were instructed by the traditional methods. Based on these findings, it can be concluded that the flipped classroom technique is an effective technique in terms of developing the speaking skills of EFL learners.

Keywords

Flipped classroom technique, Speaking skills, English language, Learners of English language

References

• Aburezeq, I. M. (2020). The impact of the flipped classroom on developing Arabic speaking skills. The Asia-Pacific Education Researcher, 29(4), 295-306. https://doi.org/10.1007/s40299-019-00483-z
• Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning (Online), 14(9), 130. https://doi.org/10.3991/ijet.v14i09.10348
• Adnan, M. (2017). Perceptions of senior-year ELT students for the flipped classroom: A materials development course. Computer Assisted Language Learning, 30(3–4), 204–222. https://doi.org/10.1080/09588221.2017.1301958
• Ahmadi, D., & Reza, M. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125. http://ijreeonline.com/article-1-120-en.html
• Alcaraz-Valencia, P. A., Gaytán-Lugo, L. S., Gallardo, S. C. H., & Arellano, R. M. (2020). The Role of Technology in Audio Text Comprehension for English as a Second Language. In Recent Tools for Computer-and Mobile-Assisted Foreign Language Learning (pp. 212-228). IGI Global.https://doi.org/ 10.4018/978-1-7998-1097-1.ch010
• Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161. https://doi.org/10.1080/17501229.2017.1394307
• Altemueller, L.&Lindquist, C.(2017). Flipped classroom instruction for inclusive learning. Nasenjournals, England. https://doi.org/10.1111/1467-8578.12177
• Baltacı, HS.(2018). How to Challenge Gender Stereotypes in EFL Classroom? Sabancı University, School of Languages Conference, Istanbul
• Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37.
• https://dergipark.org.tr/tr/pub/tojde/issue/16949/176933
• Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(2), 1-15. https://doi.org/10.4018/ijcallt.2011040101
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day.Eugene,OR:ISTE.https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/15451/Flip_your_Classroom.pdf
• Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE Annual Conference & Exposition (pp. 23-1200). https://peer.asee.org/the-flipped-classroom-a-survey-of-the-research
• Boud, D.,Cohen R. & Sampson J. (2013). Peer Learning in Higher Education, Routledge, USA. https://doi.org/10.4324/9781315042565
• Brown, A., & Wood, L. (2018). A critical participatory pedagogical approach to enabling life orientation students to develop social literacy through HIV education. African Journal of AIDS Research, 17(2), 153-162 https://doi.org/ 10.2989/16085906.2018.1478311. PMID: 30003847.
• Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 1-27. https://doi.org/10.1007/s10639-021-10434-1
• Chen Hsieh, J.S., Wu, W.C.V., & Marek, M.W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
• Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.
• Duran, NC. (2006). Exploring gender differences in the EFL classroom,Colombian Applied Linguistics Journal.
• http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-46412006000100006
• Eady, M. J., & Lockyer, L. (2013). Tools for learning: technology and teaching strategies: Learning to teach in the primary school. Queensland University of Technology, Australia. pp. 71-89.
• Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209. https://doi.org/10.1016/j.sbspro.2015.10.006
• Fayzullayeva, M. B. (2021). USING TECHNOLOGIES IN THE ENGLISH LANGUAGE LEARNING AND TEACHING. ResearchJet Journal of Analysis and Inventions, 2(05), 181-185.
• https://reserchjet.academiascience.org/index.php/rjai/article/download/175/158
• Fulton, K. (2012). ‘10 reasons to flip’, Phi Delta Kappan, 94 (2), 20– 24. https://doi.org/10.1177/003172171209400205
• Giannakos, M. N., Krogstie, J., & Sampson, D. (2018). Putting flipped classroom into practice: A comprehensive review of empirical research. Digital technologies: Sustainable innovations for improving teaching and learning, 27-44. https://doi.org/10.1007/978-3-319-73417-0_2
• Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
• Karasar, N. (1999). Bilimsel Araştırma Yöntemi (9. Baskı). Ankara: Nobel Yayın Dağıtım
• Köroglu, Z. Ç., & Çakir, A. (2017). Implementation of Flipped Instruction in Language Classrooms: An Alternative Way to Develop Speaking Skills of Pre-Service English Language Teachers. International Journal of Education and Development using Information and Communication Technology, 13(2), 42-55. https://eric.ed.gov/?id=EJ1153321
• Li, S & Suwanthep, J. (2017). Integration of Flipped Classroom Model for EFL Speaking, International Journal of Learning and Teaching,3 (2), p.118.
• http://www.ijlt.org/uploadfile/2017/0525/20170525050549726.pdf
• Makila, A. (2015). Constructing Gender in the EFL Classroom, How Swedish Upper Secondary School Students Perform Gender in Oral Communication, Interdisciplinary Degree Project, Department of Languages and Literature, University of Gothenburg.
• https://core.ac.uk/download/pdf/43560545.pdf
• Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?. Distance learning, 9(3), 85. http://joell.in/wp-content/uploads/2016/03/121-124-USE-OF-TECHNOLOGY-IN-IMPROVING-SPEAKING-SKILLS.pdf
• Miner, T. (2004). Using technology to enhance learning: Instructor-or student-moderated discussion boards: Which are more effective?
• http://www.cccone.org/scholars/0405/TomMiner_final_report.pdf
• Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 1-15. https://doi.org/10.1007/s10639-020-10167-7
• Parveen, B. W. (2016). Use of technology in improving speaking skills. Journal of English language and literature (JOELL), 3(2). http://joell.in/wp-content/uploads/2016/03/121-124-USE-OF-TECHNOLOGY-IN-IMPROVING-SPEAKING-SKILLS.pdf
• Pourhossein Gilakjani, A. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5),95-106. https://pdfs.semanticscholar.org/fdb5/3756a6484da8d7310a593e124c187dc5d67f.pdf
• Reichardt CS. (2019). Quasi-Experimentation: A Guide to Design and Analysis, Guilford Publications, Business & Economics, London.
• Sudarmaji, I., Anwar, A. A. A., & Mulyana, A. (2021). Developing students’ speaking skills through Flipped Classroom Model. Journal of English Education and Teaching, 5(2), 188-200.
• Qureshi, I. A. (2007). The importance of speaking skills for EFL learners. Department of English, Alama Iqbal Open University, Pakistan. Psycholinguistics.
• https://vulms.vu.edu.pk/Courses/EDU516/Downloads/Speaking_Skills.pdf
• Yesilçinar, S. (2019). Using the Flipped Classroom to Enhance Adult EFL Learners' Speaking
• Skills. PASAA: Journal of Language Teaching and Learning in Thailand, 58, 206-23. https://eric.ed.gov/?id=EJ1227386