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| Title | Abstract | Action(s) |
|---|---|---|
| Impact of Flipped Classroom on Listening and Speaking Skills: An Experimental Study at Intermediate-Level Students | Situated within the field of English language teaching and technology-enhanced learning, this quasi-experimental study explored the impact of the flipped classroom model on improving listening and speaking skills among female intermediate students aged seventeen to eighteen, conducted through convenience sampling at Army Public School & College (APS&C) on Humayun Road, Rawalpindi. These students showed a lack of confidence and proficiency in speaking, which limited their participation in both real-world and academic interactions, despite their good performance on written assessments. Over the three-week intervention, students accessed audio-visual materials before class, while class time focused on interactive activities such as role-playing, debates, and peer feedback. Data were collected through student surveys, an observation checklist, and pre- and post-tests, then analysed using a paired-sample t-test. The findings revealed a significant improvement in listening comprehension, fluency, vocabulary use, grammatical accuracy, and self-confidence. Additionally, notable gains were observed in paralinguistic aspects like intonation, rhythm, gestures, and eye contact. Most students who completed the questionnaire reported that the flipped classroom was both valuable and supportive in developing communication skills. The results suggest that combining flipped classrooms with traditional teaching can effectively bridge the gap between oral proficiency and academic achievement, preparing students for exams and future educational, professional, and social interactions. The study, however, is limited by its short duration, reliance on a single-gender sample, and limited focus on skill development. |
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