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The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension

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  • Samah Ahmad

Abstract

The present study aimed at investigating the effect of the flipped classroom model on Egyptian EFL students’ listening comprehension. A one-group pre-posttest design was adopted. Thirty-four 3rd-year EFL students at the Faculty of Education, Suez University, were pretested on listening comprehension before the experiment and then posttested after it. Using the flipped classroom model went through three successive stages- planning (where content was prepared and participants were oriented to the flipped classroom process), implementation (that included the pre, during, and after class parts of the flipped classroom model), and evaluation (where group projects were presented and evaluated). Paired-samples t-test revealed a statistically significant improvement in participants’ listening comprehension (t=11.341, p<0.05) between the pretest and the posttest in favor of the posttest. Therefore, it was concluded that the flipped classroom had a significant effect on the listening comprehension of Egyptian EFL students. Some recommendations and suggestions for further research were introduced.

Suggested Citation

  • Samah Ahmad, 2016. "The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension," English Language Teaching, Canadian Center of Science and Education, vol. 9(9), pages 166-166, September.
    • Handle: RePEc:ibn:eltjnl:v:9:y:2016:i:9:p:166
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    References listed on IDEAS

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    1. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    2. Adam Butt, 2014. "Student Views On The Use Of A Flipped Classroom Approach: Evidence From Australia," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 33-43.
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    Cited by:

    1. Jahangir Mohammadi & Hossein Barati & Manijeh Youhanaee, 2019. "The Effectiveness of Using Flipped Classroom Model on Iranian EFL Learners’ English Achievements and Their Willingness to Communicate," English Language Teaching, Canadian Center of Science and Education, vol. 12(5), pages 101-101, May.

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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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