Effectiveness of Flipped Classroom in Enhancing Receptive Skills
DOI:
https://doi.org/10.55737/rl.2025.44126Keywords:
Flipped Classroom, Receptive Skills, Listening Skills, Reading Skills, Experimental Study, Pre-Test, Post-TestAbstract
The research was an experimental study that aimed to determine the efficacy of the flipped classroom model in the development of the receptive aspect of listening and reading among male students of F.Sc. Part I. To determine the effect of using the flipped classroom model during instruction on student performance in a classroom, a pretest-posttest control group design was used, whereby 44 students were randomly assigned either to an experimental (instructions were administered using the flipped classroom model) or control (instructions were administered using traditional lecture-based methods) group for a one-month intervention. The researcher used self-constructed tests to measure listening and reading skills. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (independent samples t-test). The results indicated a significant difference in the post-test scores, leading to the rejection of the null hypotheses. The findings conclude that the flipped classroom model is more effective than traditional lectures in improving students' listening and reading comprehension, providing valuable evidence for educators seeking to strengthen these foundational language abilities.
References
Abdullah, M. Z., Daud, I., Idris, M. R., & Rahman, M. N. A. (2019). Kesan pembelajaran flipped classroom terhadap sikap bagi penyelesaian masalah bagi algebra. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 7(4), 1-10. https://juku.um.edu.my/article/view/19983
Bui, H. P. (Ed.). (2024). Applied Linguistics and Language Education Research Methods: Fundamentals and Innovations: Fundamentals and Innovations. IGI Global.
Cheng, Y. H., & Weng, C. W. (2017). Factors influencing the digital media teaching of primary school teachers in a flipped class: A Taiwan case study. South African Journal of Education, 37(1), 1-12. https://hdl.handle.net/10520/EJC-5cdcb4d6d
Christensen, C. M., Horn, M. B., & Staker, H. (2013). Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids. Clayton Christensen Institute for Disruptive Innovation. https://www.christenseninstitute.org/publication/hybrids/
Fisher, R., Perényi, A., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance, and satisfaction. Active Learning in Higher Education, 22(2), 97-113. https://doi.org/10.1177/1469787418801702
Goh, C. C. (2019). Comprehending speech genres for the listening classroom. Second handbook of English language teaching, 847-859.
Hulme, C., & Snowling, M. J. (2016). Reading disorders and dyslexia. Current opinion in pediatrics, 28(6), 731-735. https://doi.org/10.1097/MOP.0000000000000411
Hung, H. T. (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
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62-84. https://doi.org/10.1002/tesq.372
Leenknecht, M. J., & Carless, D. (2023). Students’ feedback seeking behaviour in undergraduate education: A scoping review. Educational research review, 40, 100549. https://doi.org/10.1016/j.edurev.2023.100549
Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105.
Stanley, R., & Lynch-Caris, T. (2015). Applying the flipped learning method in engineering courses by using web-based tools: An innovative approach. Journal of Online Engineering Education, 6(1). https://www.onlineengineeringeducation.com/index.php/joee/article/view/68
Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language learning, 65(2), 390-416. https://doi.org/10.1111/lang.12105
Williams, L., Abraham, L., & Bostelmann, E. D. (2014). A survey-driven study of the use of digital tools for language learning and teaching. Digital literacies in foreign and second language education, 29-67.
Zhang, L. (2018). The English flipped classroom teaching model is based on cooperative learning. Educational Sciences: Theory & Practice, 18(6). https://doi.org/10.12738/estp.2018.6.278
Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228. https://doi.org/10.1007/s40692-020-00153-w
