Flipped classroom approach and speaking performance

Abstract

Speaking skill is one of the core abilities in the English language that has been affected in a society where online teaching has been established in the educational area. Thereby, through this review it is demonstrated the importance and contribution of the flipping classroom approach in the practice and advancement of speaking in online and face-to-face learning. The participants of the study were 56 students of the ninth grade in “Rosa de Jesús Cordero” High School in Cuenca, Ecuador, who were divided into control and experimental groups. The control group was made up of 30 learners, and the experimental group was made up of 26 subjects. Because of the current situation where the study was applied, the opportunity to show the impact of synchronous (inclass tasks) and asynchronous (out-of-class) tasks was seen. Lesson plans were created related to the applied approach and cohering to the level of the students. The use of the school’s lab was crucial and the learners showed a positive attitude and a sense of respect towards the facilities. The research was applied using a standard Cambridge pre and post-test focused on the speaking performance which evaluated aspects such as grammar and vocabulary, discourse management, pronunciation, and interactive communication. Besides, a Web 3.0 survey, a validated structured survey and a TAM survey (Technology acceptance model) were used as instruments to show the positive influence on the flipped classroom approach. Finally, good results were displayed due to the increase of the students’ average in the speaking performance which according to paired sample t-teststatistics analyzed quantitative data and showed an advancement from 12,731 to 16,308. Consequently, as nowadays technology takes an important place by making the connection a way of living, the use of the flipped classroom approach can become an eye-catching resource when speaking a new language.