Incorporation of Flipped Learning into EFL Classrooms Performance and Perception

Document Type: Original Article

Authors

1 Department of English Language, Payame Noor University, Tehran, Iran.

2 Department of English Language, Chabahar Maritime University, Chabahar, Iran.

Abstract

Innovative mobile-based tools have made new opportunities for learners to spend more quality time inside the classrooms. Keeping this in mind, the present study sought to examine the effect of the flipped classroom on developing EFL learners’ speaking and listening skills. To do so, 60 EFL students from two universities in Iran were assigned into one of the classes of flipped and conventional groups. Telegram app was used as the online platform for the flipped group's participants through which the listening materials, including Ted-talk videos and students' book's videos were posted prior to the class, and the speaking activities were done via open discussion forums in the Telegram group. To elicit the required data, multiple sources of data collection, including an Oxford Placement Test (OPT), a listening test, a speaking test, a perception questionnaire, and a written self-report survey were used. Both quantitative and qualitative analyses were used to analyze the data. The findings revealed that the flipped group's participants significantly outperformed those in the conventional group in the post-test. The results of the questionnaire also indicated that most participants of the flipped group were satisfied with learning English in the flipped classroom, and found this modern technology improving their listening and speaking skills. Furthermore, they found Telegram a suitable platform for learning language.

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