Abstract—This study examined the effects of integrating flipped classroom model to teach English speaking in an EFL context. A quasi-experiment was conducted with two groups of first year non-English major students at a university in Thailand. During the 12-weeks experiment, the experimental group (n=46) received flipped instructions on grammatical and lexical knowledge via online video lectures and spent class time to do constructive role-plays to practice speaking skills based on the knowledge learned online. Meanwhile, the control group (n=48) was taught with face-to-face instruction and required to do question-and-answer drills in the textbook as speaking activities. Speaking pretests and post-tests, student questionnaires, and student interviews were employed to collect data. The data show that the experimental group received significantly higher scores in the speaking posttest than the control group; students expressed supportive opinions towards the implementation of flipped instruction and constructive role-plays. The findings of this study may provide useful knowledge for other researchers who are interested in EFL teaching innovation or teachers who seek effective speaking teaching method.
 

Index Terms—EFL speaking, flipped classroom model, constructivism, role-play

Cite: Shuangjiang Li and Jitpanat Suwanthep, "Integration of Flipped Classroom Model for EFL Speaking," International Journal of Learning and Teaching, Vol. 3, No. 2, pp. 118-123, June 2017. doi: 10.18178/ijlt.3.2.118-123