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Does Flipped Classroom Model Affect EFL Learners’ Anxiety in English Speaking Performance?
ARTICLE

, Buraimi University College, Oman National University of Malaysia, Malaysia ; , , National University of Malaysia, Malaysia

iJET Volume 16, Number 1, ISSN 1863-0383 Publisher: International Journal of Emerging Technology in Learning, Kassel, Germany

Abstract

Learners of English as a foreign language (EFL) face various challenges which impede their efforts to achieve English proficiency, especially in speaking performance. In response, this study sets out to use the Flipped Classroom Model (FCM) as a teaching method to investigate the effective-ness of the FCM on EFL learners’ anxiety in English speaking performance. A mixed-methods research design was utilized whereby 27 Omani under-graduate students majoring in English as a foreign language at Buraimi Uni-versity College (BUC), Sultanate of Oman were selected purposively as the subjects of the study. The collected data involved the Anxiety in English Speaking Performance Questionnaire (AESPQ) that was distributed in three stages: pre, midway and post the implementation of FCM. Another set of da-ta was elicited in the focus group interviews and students’ reflective jour-nals. Findings indicated that after twelve weeks of using FCM, a considera-ble improvement occurred on EFL learners’ anxiety in English speaking per-formance across time. The results of the One-way ANOVA showed that there were significant differences among the EFL learners’ levels of anxiety in speaking English, F (₂, ₅₂) = 111.492, P

Citation

Abdullah, M., Hussin, S. & Ismail, K. (2021). Does Flipped Classroom Model Affect EFL Learners’ Anxiety in English Speaking Performance?. International Journal of Emerging Technologies in Learning (iJET), 16(1), 94-108. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved January 20, 2021 from .