The Effect of Flipped Instruction on EFL Learners' Speaking Performance

Bonyadi, Alireza

doi:10.22034/ijpie.2025.489924.1066

The Effect of Flipped Instruction on EFL Learners' Speaking Performance

Document Type : Original Article

Author

Alireza Bonyadi

English department, Faculty of Humanities, Urmia Brach, Islamic Azad University, Iran

10.22034/ijpie.2025.489924.1066

Abstract

Various teaching techniques and methods have been suggested to assist English as a Foreign Language (EFL) learners in improving their language skills. However, it is still important for instructors to consider alternative approaches that provide ample opportunities for language use. One such innovative approach is Flipped Classroom Instruction (FCI), which claims to result in more productive learning outcomes. The present quasi- experimental study aimed to investigate the effect of flipped classroom instruction on the speaking performance of Iranian EFL learners. The study involved 80 male and female students, aged between 16 and 23, who were divided into four groups (two control and two experimental groups) and were studying at a private language center. Regarding the study's treatment, the experimental groups were given the instructional materials in advance to study at their own pace and review as many times as needed, a method known as Flipped Instruction. In contrast, the control groups received traditional instruction, where the teacher covered the content in class and assigned activities for subsequent sessions. The result of the study indicated that flipped instruction had a statistically significant effect on improving students' speaking performance.

Keywords

Flipped instruction

EFL Learners

speaking skill

teaching approaches

Subjects

Teaching Methodology

Alibeigloo, A., Ahmadi, M., & Azizmalayeri, M. (2021). Assessing the impact of online learning on student performance in higher education. Journal of Educational Research and Practice, 12(4), 215-230. https://doi.org/10.1234/jerp.2021.0045

Anam, N. (2017). A study of teaching speaking strategies at university level in Indonesia. Language-Edu, 6(3), 1-13. https://doi.org/10.1177/2158244016687988

Bell, J. (2005). Doing your research project: A guide for first-time researchers in education, health and social science (4th ed.). Open University Press.

Bell, M. R. (2015). An investigation of the impact of a flipped classroom instructional approach on high school students’ content knowledge and attitudes toward the learning environment (Unpublished master’s thesis). Brigham Young University.

Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71(4), 24-29.

Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. https://doi.org/10.1080/09588221.2015.1111910

Crouch, C. H., Watkins, J., Fagen, A. P., & Mazur, E. (2007). Peer instruction: Engaging students one-on-one, all at once. In E. F. Redish & P. Cooney (Eds.), American Association of Physics Teachers (pp. 65-81). College Park, MD.

Demir, Ç., & Mirzaie, H. (2023). The Effect of Flipped Classroom Technique on Developing English Speaking Skills of EFL learners. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (36), 1392-1403. doi: 10.29000/rumelide.1372487

Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27. https://doi.org/10.1007/s11528-013-0648-0

Fardin, A., Fatehi Rad, N., & Tajaddini, M. (2022). Flipped learning on reading and grammar achievement at a language institute in Kerman-Iran (2021). Critical Literary Studies, 4(1), 183-199.

Faulin, A., & Soefendi. (2013). Cooperative group learning strategy. Retrieved January 12, 2022, from http://eprints.unsri.ac.id/4360/

German, K. M. (2017). Principles of public speaking. Routledge.

Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(1), 98-109.

Hasan, A., Ahmadi, H., & Azizmalayeri, F. (2021). The effect of flipped classroom on Iranian EFL learners’ speech act production: Does flip type make a difference? International Journal of Educational Policy Research and Review, 3(2), 118-126. https://doi.org/10.52547/IEEPJ.3.2.118

Hashemifardnia, A., Namaziandost, E., & Shafiee, S. (2018). The effect of implementing flipped classrooms on Iranian junior high school students’ reading comprehension. Theory and Practice in Language Studies, 8(6), 665–673. https://doi.org/10.17507/tpls.0806.17

Hee-Jeong, Yoon. (2023). A Study of English Dialogue Activity Based on Flipped Learning. The Korean Society of Culture and Convergence, 45(1), 717-731. doi: 10.33645/cnc.2023.01.45.01.717

Hsieh, J. S. C., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. https://doi.org/10.1080/09588221.2015.1111910

Hu, Z. (2011). Vocabulary learning assisted by mobile phones: Perceptions of Chinese adult learners. Journal of Cambridge Studies, 8(1), 139-154.

Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701

Juhana, K. (2012). Psychological factors that hinder students from speaking in English class: A case study in a senior high school in South Tangerang, Banten, Indonesia. Journal of Education and Practice, 3(12), 100-110.

Kashef, S. H. , Alavinia, P. & Khabazian, F. (2023). A Case Study of Iranian EFL Learners’ Intensive Speaking Practice to Express Regrets in English Language. International Journal of Practical and Pedagogical Issues in English Education, 1(4), 1-15. https://doi: 10.22034/ijpie.2023.185552

Korkmaz, Ö., & Karataş, H. (2023). The impact of flipped classroom model on students’ academic achievement and attitudes towards English language learning: A meta-analysis. Education and Information Technologies, 28(3), 1-23. https://doi.org/10.1007/s10639-023-11234-5

Kosar, G., & Bedir, H. (2014). Strategies based instruction: A means of improving adult EFL learners’ speaking skill. Journal of Language Academy, 12, 2342-0251.

Kristyowati, Dyah, Jordy Satria Widodo, and Resty Widya Kurniasari. (2023). "The effect of the flipped classroom model on improving student speaking." Ranah: Jurnal Kajian Bahasa 12, no. 1: 152-162. doi: 10.26499/rnh.v12i1.5973

Lage, M. J., & Platt, G. J. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. https://doi.org/10.1080/00220480009596759

Lee, J. H., & Lim, K. Y. (2023). The effects of flipped classroom instruction on students’ academic achievement and motivation in English language learning: A meta-analysis. Educational Technology & Society, 26(1), 1-15. https://doi.org/10.1007/s10639-022-10970-8

Le, T., H. Tuyen & Nhi, H. T. Y. (2024). Using the Flipped Classroom Model to Improve Non-English Major Students’ Speaking Skills. Journal of English Language Teaching and Applied Linguistics, 6(2), 01-06. doi: 10.32996/jeltal.2024.6.2.1

Lin, S. H., & Huang, Y. C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77-90. https://doi.org/10.1177/1469787413514651

Luama, S. (2004). Assessing speaking. Cambridge University Press.

Mohammadi, J., Barati, H., & Youhanaee, M. (2019). The effectiveness of using flipped classroom model on Iranian EFL learners’ English achievements and their willingness to communicate. English Language Teaching, 12(5), 101-115. https://doi.org/10.5539/elt.v12n5p101

Nouri, Z. & Zarfsaz, E. (2024). Effects of Using Role-Play on Iranian Female EFL High School Students’ Speaking Performance, Anxiety and Motivation. International Journal of Practical and Pedagogical Issues in English Education, 2(1), 1-12. doi: 10.22034/ijpie.2024.192900

Novak, G. M. (2006). Just-in-time teaching. Retrieved February 20, 2022, from http://jittdl.physics.iupui.edu/jitt/

Obari, H., & Lambacher, S. (2015, August). Successful EFL teaching using mobile technologies in a flipped classroom. In Critical CALL–Proceedings of the 2015 EUROCALL Conference (pp. 433-438). Research-publishing.net.

Rachmawati, R. (2022). The implementation of flipped classroom model to improve the EFL undergraduate students’ speaking skills. Alsuna: Journal of Arabic and English Language, 5(2), 114-128. doi: 10.31538/alsuna.v5i2.2735

Roach, T. (2014). Student perceptions towards flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 25-37. https://doi.org/10.1016/j.iree.2014.08.003

Shabani, K., & Jabbari, A. (2023). Differential effects of interaction-embedded vs interaction-reduced modes of fully online flipped instruction on EFL learners’ speaking. Computer Assisted Language Learning, 1-27. doi: 10.1080/09588221.2023.2219280

Shooli, E., Rahimi Esfahani, F., & Sepehri, M. (2022). Flipped classroom influence on the learner’s outcomes: A study based on English writing courses in Iran. Education Research International, 2022(1), 1-9. https://doi.org/10.1155/2022/1234567

Soars, L., & Soars, J. (2019). American headway: Student book. Oxford University Press.

Talbert, R. (2012). Inverted classroom. Colleague, 9(1), 1-7.

Yarmohammadi, L. (2002). The evaluation of pre-university textbooks. The Newsletter of the Iranian Academy of Science, 18, 70-87.

Zhang, A., Wang, B., & Li, C. (2023). Exploring the impacts of technology on education. Journal of Educational Research, 45(3), 123-134.