The Effect of Flipped Model on Enhancing EFL Learners’ Speaking Performance and Motivation

Habib  Soleimani; Daban  Bahman Ahmed

doi:10.25098/7.2.22

Authors

Habib Soleimani University of Kurdistan, Sanandaj, Iran.
Daban Bahman Ahmed College of Education & Language, Charmo University, Sulaimaniya, Iraq.

DOI:

https://doi.org/10.25098/7.2.22

Keywords:

Flipped classroom model, EFL, Speaking skills, Motivation

Abstract

The flipped classroom model (FCM) is regarded as one of the most significant educational debates that emerged recently. Despite its far-reaching impacts on the educational paradigm, few empirical investigations have been carried out concerning if the implementation of FCM can genuinely improve EFL learners’ speaking ability. The aim of the study was to examine the extent to which the flipped model improves students’ speaking proficiency. A quasi-experimental design was utilised with the application of the quantitative method. Two groups of non-English major university freshmen participated in the study; the experimental group (n=24), and the control group (n=23). The study included pretest and posttest on speaking, a speaking rubric, and a questionnaire of motivation at the beginning and the end of the experiment. The results showed that the experimental group performed remarkably higher than the control group in the posttest, they also had notably more positive outcomes in the post-motivation questionnaire. The findings of this study can be used in future works on EFL speaking skills development.

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