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An empirical study on the perceptions of the flipped classroom model as a paradigm shift for teaching EFL students’ speaking skills: the case of 3rd year students at Naama University Centre in Algeria
Date
2025
Abstract
Nowadays, in the classroom, students who are learning English as a foreign language (EFL) are required to maintain the four language skills, including listening, speaking, reading, and writing. However, despite the importance of the integration of the four skills, speaking as a productive skill seems to be the most challenging one that Algerian EFL students attempt to master to succeed in their communication circle. Therefore, the current investigation aims at assessing the implementation of the flipped classroom as a possible teaching approach in developing EFL students’ speaking abilities. The perceptions of students towards the FC as a possible methodology for developing their speaking skills as well as the effects of using this methodology on the overall learning experience were explored in this study. Action research methodology was followed, and a full course plan was designed for third year LMD students (n=34) in Naama University Centre in Algeria. The data were gathered using multiple research instruments, namely questionnaires, classroom observations, and a speaking assessment test at the end of the intervention. A pre-questionnaire was distributed to students before starting the intervention to assess their perceptions on their current speaking skills development. The researcher has also documented students’ speaking performance through an observation checklist to capture their speaking performance and interaction. A post-questionnaire was also distributed to students at the end of the intervention, with the aim to assess their perceptions on the impact of the flipped classroom methodology on their speaking skills. Finally, students were audio recorded to assess their speaking performance after the implementation of the flipped model of learning. The results revealed that students’ speaking skills improved within a flipped classroom context. The findings also revealed that students expressed enthusiasm towards the use of the flipped classroom as a teaching approach in developing their speaking performance. The flipped classroom approach may have brought an opportunity of change in the speaking ability of learners. This was reflected in the students’ ability to convey their ideas with clear pronunciation, correct grammar usage, and appropriate word choice, making their speaking more understandable. Additionally, the FC approach has been shown to help students maintain fluency and facilitate language production. Students demonstrated a natural conversational behaviour since the FC methodology could create a relaxed atmosphere, where students felt comfortable talking and interacting. The findings have also indicated that there is an opportunity to enhance the learning experience and encourage students’ interaction and participation. This was reflected in students’ ability to articulate their learning through collaboration, negotiation, and peer feedback. The learning experience was more dynamic, and learner centred according to the students. Finally, this study found that the FC approach influenced not only the overall classroom atmosphere, but also motivational and interest factors. Students demonstrated raised levels of interest, attention, engagement, awareness, self-regulation, and socio-emotional skills development in almost all sessions observed.
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Publisher
University of Limerick
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Funding Information
Sustainable Development Goals
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Attribution-NonCommercial-ShareAlike 4.0 International