UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| The main of the study is to investigate the effects of flipped classroom approach (FCA) on Chinese EFL college students_ speaking skills. It employed a mixed-methods approach with an explanatory sequential design featuring a quasi-experimental non-equivalent control group component. Convenience sampling was used for the quantitative phase, recruiting 128 students divided into control (n=64) and experimental (n=64) groups, while purposive sampling was utilized for the qualitative phase to select 15 participants across beginner, intermediate, and advanced proficiency levels. Data collection strategies for quantitative data included the College English Test-Spoken English Test (CET-SET) administered as pre- and post-tests and perception questionnaires, while qualitative data were gathered through semi-structured interviews and reflective notes. Data analysis for quantitative data involved independent samples t-tests and Mann-Whitney U tests to compare groups, paired samples t-tests and Wilcoxon signed-rank tests to measure within-group changes, and one-way ANOVA and Kruskal-Wallis tests to examine differences across proficiency levels, while qualitative data underwent six-phase thematic analysis with inter-rater reliability verification. Quantitative results revealed that the experimental group achieved significantly higher overall speaking scores compared to the control group, with advanced-level participants demonstrating the most substantial improvement across the five dimensions of speaking (pronunciation, fluency, vocabulary, grammar, and content). Qualitative results identified four themes: perceived improvements in speaking skills, enhanced engagement and participation, challenges and difficulties, and suggestions for effective FCA implementation and six key elements for effective FCA implementation (structured learning phases, blended learning dynamics, learner-centered environment, flexibility, diverse speaking practice opportunities, and systematic assessment). In conclusion, FCA significantly enhances Chinese EFL college students_ speaking skills across all proficiency levels. This research has implications for EFL pedagogy by providing empirical evidence supporting the effectiveness of FCA in speaking instruction and identifying essential elements for successful implementation in EFL language learning contexts. |
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