PROMOTING EFL STUDENTS SPEAKING WITH A FLIPPED CLASSROOM MODEL IN THONGSOOK COLLEGE

Abstract

This research explored the impact of a Flipped Classroom Model on promoting English as a Foreign Language (EFL) speaking skills among Thai students at Thongsook College, Bangkok. The study involved 100 students enrolled in an online course on the ReallyEnglish platform, divided into two groups. One group used the flipped classroom model, while the other group followed traditional methods without prior practice before class. Over a period of three weeks during their second semester, the first group engaged in pre-class preparation and actively participated in class activities, while the second group attended class without any prior preparation. The research methodology involved both a survey and interviews. A 20-item questionnaire was administered before and after the activities, and interviews were conducted during the final week, with sessions recorded via camera. The data were analysed using a five-point Likert scale, ANOVA, and interview analysis. The findings highlighted the positive effects of the flipped classroom model on students' speaking skills. Those who engaged in pre-class activities and participated in class showed significant improvements in their speaking abilities compared to those who did not. The study suggests that the flipped classroom approach, supported by online platforms, is an effective pedagogical strategy for enhancing EFL students' speaking skills. These results underscore the value of further research on flipped learning models and their implications for language teaching.