The Effects of Flipped Classroom Model on EFL Learners’ Engagement and Performance in English Oral Courses

Abstract

The aims of this study delve into the quality and efficiency of the flipped classroom model in enhancing private school learners’ overall durability performance in EFL and in learning oral skills. Quantitative data was gathered through the EFL students of the first level intensive programme: a questionnaire was delivered to 25 EFL learners enrolled at El-Amad school, Relizane. On the other hand, qualitative data was collected through participant observation of four sessions. All the quantitative data were analysed using Statistical standard percentages for Social Sciences while qualitative data were analysed manually by employing observation analysis procedures. The results of the study revealed flipped classroom model as a significant method to increase the performance of EFL learners in English oral courses. The quantitative and qualitative results supported this impact of the flipped classroom model on EFL students' performance in all oral skill areas. The study has set flipping EFL classrooms as an efficient way in teaching all the other foreign languages in that school.