The Impact of the Flipped Classroom Model on Developing EFL Students’ Four Language Skills: An Experimental Study
DOI:
https://doi.org/10.17507/jltr.1703.13Keywords:
flipped classroom, EFL learners, student engagement, language education, instructional innovationAbstract
This study examined the effects of flipped instruction on the reading, writing, listening, and speaking skills of English as a Foreign Language (EFL) learners. The educational environment continues to evolve and adapt under exceptional and timely situations to enhance language acquisition, with innovative teaching approaches like the flipped classroom development that promote student autonomy and involvement. In recent years, learning outcomes in students have indicated that flipped learning—or the presentation of instructional content outside the classroom so that classroom time can be used for practice, participation, and interaction—has significantly influenced language learning. At Fatima Al-Zahraa Secondary School, a quasi-experimental research design was adopted for this study. The participants were female high school juniors, divided into two groups—an experimental group and a control group. The results indicate that the use of flipped classroom pedagogies in EFL settings increases students’ engagement and enables the all-round development of language skills. The study also includes implications for the practice of the flipped instruction model and proposals for further investigation into extended flipped instruction, especially in relation to language proficiency levels and diverse teaching contexts.
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