A Study on the Effects of Flipped Classroom Approach on Chinese EFL College Students’ Speaking Skills
DOI:
https://doi.org/10.37134/ajelp.vol12.1.8.2024Keywords:
Chinese EFL college students, flipped classroom approach, mixed-methods study, speaking skillsAbstract
This mixed-methods study investigated the effects of the flipped classroom approach on Chinese EFL college students' speaking skills and their perceptions of this instructional model. Using an explanatory sequential design, quantitative data from the CET-SET and a questionnaire, and qualitative data from interviews and reflective notes were collected from 128 students. The study found that the experimental group outperformed the control group, with advanced level participants showing the greatest improvement. Students held positive perceptions of the flipped classroom approach, emphasizing its effectiveness in enhancing speaking skills, engagement, collaboration, and learner-centeredness. The qualitative findings provided further insights into the key elements of an effective flipped classroom approach, including structured learning phases, blended learning dynamics, flexibility and customization, diverse speaking practice opportunities, and systematic assessment and feedback. The study contributes to the growing body of research on flipped learning in EFL contexts and offers valuable recommendations for educators and researchers seeking to implement this approach to enhance students' speaking proficiency.
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