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Title Developing ESL Literacy through Flipped Classroom: An Experimental Study

Author(s) Fatima Seerat

Abstract The aim of this study is to explore the effect of flipped classroom on ESL literacy of undergraduate students in Pakistani universities. The study further aims at finding out the students’ evaluation of different aspects of the flipped learning design for developing their literacy skills. The operational framework applied to measure the effects of flipped classroom on students’ literacy skills is based on the theory of constructivism including Bruner’s active learning theory and Vygotsky’s social interactionist view. The researcher has employed within-subject experimental design to investigate the effect of flipped classroom on developing ESL literacy skills of the learners. The data for the study includes the score of the learners’ writing tasks; the learners’ feedback on their experience of flipped classroom; and the researcher’s observations recorded in the reflective journal. The learners’ feedback on their experience of flipped classroom has been taken through a questionnaire to evaluate their experience of flipped learning and to figure out the best strategies for managing a flipped classroom in Pakistan. The results of the study indicate that there is a noticeable difference in students’ individual score in the writing tasks as well as difference in the mean scores of the task 1 (taken in the beginning of the course) and task 5 ( the final task) is also statistically significant. The results of the learners’ feedback forms show that students positively perceive the use of the flipped classroom as a great resource of learning that helped them improve their writing skills in an interactive and collaborative environment. Recommendations for the ESL practitioners have been made by taking learners responses on how they can be facilitated to benefit more from the flipped classroom.

Type Thesis/Dissertation MS

Faculty Languages

Department English

Language English

Publication Date 2022-07-15

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