Effect of Flipped Classroom Method on Speaking Skills of ESL Learners at Graduate Level: An Experimental Investigation

Abstract

The current research explored the impact of an instructional strategy known as the ‘flipped classroom’ on the development of speaking skills among ESL learners. Guided by the constructivist learning theory framework, the researcher employed an experimental approach to assess the impact of the flipped classroom on ESL learners’ speaking skills. The experimental group received instruction through the flipped classroom model, while the control participants in control group were given instructions through traditional lecture method lectured to in a traditional teaching method that provided minimal classroom activities. Both groups were given pre-tests and post-tests to measure the participants’ speaking abilities in the four components of fluency, coherence, pronunciation, interactive communication, and proficiency. Analysis of the quantitative data collected revealed that students in the experimental group improved in all aspects of speaking skills than the control group. The study also found the effectiveness of the flipped classroom in promoting self-directed learning, enhancing communicative language pedagogy, and facilitating a shift towards student-centered learning. These findings carry significant pedagogical implications for ESL educators, suggesting that incorporating flipped approaches into language instruction can provide richer opportunities for spoken language practice and more effective skill development.

Keywords: Flipped classroom, ESL learners, critical thinking, constructivism, learner autonomy, language pedagogy