The Use of Flipped Classroom Method in Fostering Students' Speaking Ability at the University of Iqra Buru

External and internal factors have been affecting the university students to master speaking skills continuously; as a result, most of them face obstacles in communicating and expressing their ideas through spoken English. This research examines whether the flipped classroom method's use improves students' speaking ability and enhances students' engagement at the University of Iqra Buru. A true experimental pretest-posttest control group design was used in this study. A total of 82 students from two different faculties took as the samples based on the purposive sampling technique, then they divided into two groups, each consisting of 41 people based on a simple random sampling technique. The research instrument was a rubric of a speaking test and a questionnaire. The data were analyzed using inferential statistics through the paired sample and independent-sample t-test. The questionnaire's result was analyzed using a Likert Scale to determine the frequency of student engagement

Students' Perceptions on Using the Flipped Classroom Method to Support Their Self-Regulated Learning in Arabic Speaking Skills: Exploratory Study

Many research results have documented that the application of the flipped classroom method in language learning can improve students' speaking skills. However, very little attention has been directed to the impact of the use of flipped classrooms on the students' Self-Regulated Learning (SRL) abilities in improving their Arabic speaking skills. Therefore, this study intends to fill this void by investigating university students' perceptions regarding the impact of using flipped classrooms on their SRL skills in Arabic speaking skills. Exploratory research is used in this study. 21 students were recruited and interviewed to obtain research data. The research data were analyzed by adopting three aspects of Zimmerman's SRL: metacognition, intrinsic motivation, and learning behaviour. The results of this study report that the flipped classroom has been shown to positively impact these three aspects to improve learning outcomes of Arabic speaking skills. This study recommends using flipped classrooms for broader learning of Arabic skills

Flipped Classroom in the Educational System: Trend or Effective Pedagogical Model Compared to Other Methodologies?.

Flipped Classroom methodology is gaining relative importance as time goes by, in part due to the spreading and accessibility of technological resources in the educational field. Nonetheless, the effectiveness of this methodology is still being discussed. In this sense, the aim of this study is to analyse whether flipped classroom methodology is a more effective methodology than other methodologies. For this purpose, a systematic review was carried out, considering as valid studies those that had a pre-post and a control group. Based on a total of 61 studies (n = 5541 students) from 18 databases, results revealed that Flipped Classroom methodology is more effective than other methodologies in terms of learning achievement, in secondary and higher education, and it could be more beneficial than other methodologies in other constructs as motivation, self-efficacy, cooperativeness and engagement, among others. In primary education, findings revealed that Flipped Classroom could be as effective as other methodologies with regard to learning achievement, and other construct, such as self-concept and social climate. Depending on the educational stage, the effect size of differences was between 1.36 to 1.80 times larger in the case of Flipped Classroom group in comparison with control group. Based on these results, the Flipped Classroom could be more beneficial in comparison with traditional methodologies that are mainly used in higher education. However, it would not more beneficial in other educational stages where traditional approaches are not commonly used, such as in primary education.post-print649 K

The Attitudes of Saudi Intermediate Students towards English Speaking Tasks in Flipped Learning via an Online Learning Community

This paper investigates Saudi intermediate students’ attitudes towards using flipped learning via an online learning community to enhance their speaking skill at a Saudi female’s public-school number 186. The writer observed and analysed the effect of using flipped learning in an online community on the development and engagement of students in speaking tasks. The study uses a quantitative quasi-experimental method to describe and analyse the student’s attitudes and development of the speaking skill among Arabic-speaking students in the public-school number 186 in Saudi Arabia during the academic year 2019-2020. The researcher applied a questionnaire and an observation checklist as the main instrument to achieve the study goal. The findings of the study were not statistically significant regarding the effect of flipped learning via an Online Learning Community (OLC) on the development of students’ speaking skill. However, there was a slight difference in the mean scores in favor to the post-test of the experimental group. The students’ attitudes were positive towards the flipped learning via OLC for speaking tasks

The Benefits of Flipped Classroom Model for Efl Learners

The flipped classroom model is an instructional strategy that is currently gaining popularity among educators and instructors. It differs from the traditional teaching approach, in which teachers primarily give instructions in classrooms. Before class, students are asked to watch video that contains the materials which are going to be discussed in class. The teacher then encourages them to participate actively in class and work together with their classmates. The advantages of applying FCM in the context of EFL learners have existed since its application in every field, however only few scholars discussed it with the limited aspect. The purpose of this study is to present the benefits of FCM for EFL learners through discussing the ideas proposed by some scholars that have seen some advantages via their research. The discussion focuses on the benefits in the context of EFL learner with some elaborations concerning the importance of FCM in education field with a short elaboration of the benefits for teacher as a part of the learning process

Scrutinizing online instructional approach: What drives faculty to adopt synchronous virtual classroom

The successful implementation of a method appliance can be attributed to the method itself. The matter of synchronous virtual classrooms is influenced by several factors. The adoption of synchronous virtual classrooms by faculty members provides a valuable experience for both students and lecturers. This study aims to identify the triggering factors that motivated faculty members to adopt synchronous virtual classrooms. Additionally, it seeks to examine the challenges faced by students and lecturers in implementing this method. The researchers utilized interviews and literature sources as instruments for data collection. A total of five lecturers were selected as respondents for this research. The criterion for selection was their implementation of this method in their department's courses and their experience with synchronous virtual classrooms. The collected data was thematically analyzed. The results revealed that the main triggering factor for adoption was the Covid-19 pandemic. The challenges faced by students and lecturers were not limited to technological and internet issues but also included a lack of preparation from the faculty. Based on the data analysis and interviews, future research could explore the potential of combining methods to create a more effective approach in different situational conditions

Investigating The Implementation Of Flipped- Differentiated Learning In The Context Of Efl Learners

This study examines the implementation of flipped-differentiated learning in the context of English as a Foreign Language (EFL) learners. Flipped learning is an instructional approach that reverses the traditional classroom model, where students engage with content outside of class and participate in interactive activities during class time. Differentiated learning, on the other hand, focuses on tailoring instruction to meet individual students' needs and learning styles. This integration of flipped and differentiated learning has the potential to enhance EFL instruction by providing personalized learning experiences and promoting active engagement among students. The objective of this research is to investigate how the two English teachers of a certain Senior High School In Samarinda conduct the integration, the opportunities, and the challenges they discover during the implementation of flipped-differentiated learning in EFL classrooms. The study employs a qualitative case study and the data is collected through open-ended questionnaire and depth interview, analyzed thematically to gain insights into teacher's experiences of this instructional approach. The findings of this study shows the process, the opportunities, and challenges of implementing this integration and hope to inform future research on integration that promote active learning and personalized instruction in language classrooms with the complete data and extent context

How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES BlendSpace’ to promote students’ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ self-directed learning abilities. The observation of students’ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the students’ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes