The Flipped Classroom to Improve the EFL Listening Skill
DOI:
https://doi.org/10.17507/tpls.1407.02Keywords:
flipped classroom, listening, preparation, implementation, evaluationAbstract
This study aimed to evaluate the effectiveness of the flipped classroom as a method to enhance English listening skills. The population in this study consisted of 26 English as a Foreign Language (EFL) first-year students registered in a Bachelor of Arts program in Teaching Local and Foreign Languages at a Public University. This study is quasi-experimental. A pretest and a posttest were applied to identify the differences in the students' listening comprehension skills before and after using this methodology. This study was conducted in three phases: preparation (where the contents and procedures of the flipped classroom were explained), implementation (where the lessons focused on the flipped classroom were administered), and evaluation (where the overall content of the flipped classroom was tested). Results (significance 0.000; p ≤ 0,05) showcase a significant improvement in participants' listening skills. In general, this study can be considered a further contribution to visualizing the occidental educational methodology as a friendly and effective teaching practice, which may be applied in multicultural milieus.
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