Exploring the Effect of the Flipped Classroom Model on EFL Phonology Students’ Academic Achievement

https://doi.org/10.36892/ijlls.v3i2.581

Authors

Keywords:

Flipped Classroom Model, Academic Achievement, EFL Phonology, Edpuzzle

Abstract

Recent research has shown that the flipped model had a great success in higher education. Yet, there are very limited experimental studies that prove its effects on EFL students’ academic achievement in Moroccan higher education. The central objective of this paper is to investigate the effectiveness of the flipped model in an EFL Phonology course and its effect on students’ academic achievement. The sample was composed of 156 participants (n=156) of two intact groups of EFL phonology course at two Moroccan higher education institutions. In a semester-long study, the phonology course was taught using the flipped model. Working with the existing intact classrooms made the study adopt a quasi-experiment design.  The teacher inverted the course by offering lectures via videos for students to view at home using the free online platform Edpuzzle and then followed up by providing activities and more practice in the classroom. Quantitative data were gathered using self-designed achievement test as a pre-test and post-test for both control and experimental groups. The results revealed a significant increase in the participants’ academic achievement in the experimental group in comparison to the control group.

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Author Biographies

Mohsine Wahib, Ibn Zohr University

Dr. Mohsine WAHIB is an Assistant Professor of Phonetics and Phonology at the Faculty of Letters and Humanities in Agadir, Ibn Zohr University, Morocco. His research interest includes applied linguistics, theoretical linguistics, educational technology and pedagogical innovations in language teaching and learning.

Youssef Tamer, Ibn Zohr University

Dr. Youssef TAMER is a Professor of Applied Linguistics at the Faculty of Letters and Humanities in Agadir, Ibn Zohr University, Morocco. His research is focused on Teaching and Learning of Languages, Sociolinguistics, Language Planning and Policy, and Educational Technology

Published

2021-06-29

How to Cite

Wahib, M., & Tamer, Y. (2021). Exploring the Effect of the Flipped Classroom Model on EFL Phonology Students’ Academic Achievement. International Journal of Language and Literary Studies, 3(2), 37–53. https://doi.org/10.36892/ijlls.v3i2.581

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Articles