The impact of the flipped learning approach in the development of the speaking skill in an EFL class, University of Cuenca

Abstract

This study examines the impact of the Flipped Learning Approach (FL) on the development of the speaking skill in an EFL class at the University of Cuenca. This study focuses on the improvement of speaking skills, students’ perceptions about this approach, and how Learning Objects can trigger speaking. This experimental study was carried out with 26 1st Level English students. The intervention took place taking into account validated elements to invert the class and design guided activities which were accomplished by the students. Tools for collecting data included a pre- and post-test, 3 surveys, a semi-structured interview, study logs and a teacher’s journal. Findings appear to support the effectiveness of the FL Approach in developing the speaking skill and specify which elements of speaking are more positively impacted by this approach. Also, it confirms students’ positive perceptions and appreciations towards this teaching model. Finally, the results obtained in this study can become a reference point for further implementation and, therefore, contribute to the development of oral skills in the context of learning English as a Foreign Language.