CAN SELF-MADE VIDEOS PROMOTE L2 SPEAKING SKILLS IN A MOOC-BASED FLIPPED CLASSROOM MODEL?

Year 2025, Volume: 26 Issue: 3, 144 - 191, 01.07.2025

Muhammed Ozgur Yasar , Enisa Mede

https://doi.org/10.17718/tojde.1570286

Abstract

This study explored the impact of self-made videos as a pre-class activity within a flipped classroom (FC) approach, using a Massive Open Online Course (MOOC) as the primary online learning content. The focus was on assessing the effect of these self-made videos on pre-service English language teachers’ foreign/ second language (L2) speaking performance and course achievement in a MOOC-based FC model. The study was conducted at a Turkish state university with two cohorts of English as a foreign language (EFL) freshmen enrolled in the English Language Teaching (ELT) program during the fall semester of the 2022- 2023 academic year. A quasi-experimental design was employed, involving pre-tests, an intervention, and post-tests. The findings revealed a significant positive impact of self-made videos on both L2 speaking performance and course achievement in the MOOC-based FC model. These results suggest that integrating self-made videos into pre-class activities can be a valuable strategy for enhancing L2 learning outcomes of EFL learners in flipped classroom settings.

Keywords

Pre-service English language teachers, pedagogical framework, student-centred learning, active learning, EFL learners

Ethical Statement

This study is reproduced from the first author’s PhD thesis submitted to Bahçeşehir University Graduate School of Educational Sciences on June 3, 2024. Data used for the analysis conduct for our paper may be made available upon request. The study was approved by the Ethical Committee in the Faculty of Social Sciences of İstanbul Bahçeşehir University under the application number 67067.

References

• Abugohar, M. A., Yunus, K., & Ab Rashid, R. (2019). Smartphone applications as a teaching technique for enhancing tertiary learners’ speaking skills: perceptions and practices. International Journal of Emerging Technologies in Learning (Online), 14(9), 74-92. https://doi.org/10.3991/ijet.v14i09.10375
• AECC (2023). TOEFL speaking questions with answers. Retrieved June 16, 2023, from https://www.aeccglobal.in/english-proficiency-test/toefl/speaking-questions-with-answers#sppb-addon-1682052081366
• Afify, M. K. (2020). Effect of interactive video length within e-learning environments on cognitive load, cognitive achievement and retention of learning. Turkish Online Journal of Distance Education, 21(4), 68-89. https://doi.org/10.17718/tojde.803360
• Ahmadi, M., R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125
• Ahmed, A. A. A., Kumar, T., Iksan, M., Subrahmanyam, S., Kokhichko, A. N., Hussein Ali, M., ... & Sadat Mousavi, M. (2022). Comparing the effectiveness of massive open online course (MOOC) and flipped instruction on EFL learners’ reading comprehension. Education Research