EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

Abstract

Purpose Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement and their attitudes towards flipped learning. Yemeni EFL students also face pronunciation problems and they lack technology-enhanced language learning. The flipped learning approach promotes active learning and increases students’ learning outcomes. This study aims to measure the achievement level and the attitudes of Yemeni EFL students towards flipped pronunciation classrooms. It also correlates between achievement and attitudes towards this new experience. Design/methodology/approach Using a correlational research design, quantitative and qualitative data were collected through a test, questionnaire and structured interview from an intact class of Yemeni EFL students at the College of Education in Socotra. Findings The one-sample t-test analysis shows that the respondents scored high in the achievement test. The analysis of both the questionnaire and the structured interview revealed that the students have a positive attitude towards the flipped pronunciation classroom. The correlation analysis indicated a high-level positive relationship between students’ achievement and their attitudes where r = 0.779 with p < 0.001, two-tailed. Research limitations/implications The present study has some limitations regarding the sample size. This context-specific study recruited the available EFL class at the College of Education in Socotra, Hadhramout University. It would be more reliable should the study compared large groups of students so that the results can be generalized. Practical implications The study recommends using flipped learning to enhance pronunciation among EFL students. Originality/value This study contributes to the correlational studies in flipped learning.

Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation

“…Third, our findings provide an insight into a variety of perceived pedagogical benefits of flipped language teaching integrated with web 2.0 tools. Resonating with other studies, these benefits consisted of: promoting higher levels of knowledge construction (Schellens & Valcke, 2004) in, for example, grammar and vocabulary knowledge (Kang, 2015;Knezevic, Zupanec, & Raduvolic, 2020) enhancing reading (Ökmen & Kılıç, 2021), listening and speaking skills (Fethi & Marshall, 2018;Liu, Zhang, Zhang, and Tian, 2020), writing skills (Ekmekçi, 2021;Ghufron & Nudianingsih, 2021) as well as pronunciation (Bin-Hady & Hazaea, 2021). Also, these tools increase interaction (Lee & Martin, 2020) and collaboration (Ghufron & Nudianingsih, 2021) through an active learning environment (Mu, 2017) by accommodating learner pace and space (Ramirez, 2018;Zainuddin & Perera, 2018) and adding real-life relevance to the subject (Fulton 2012).…”

Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach

“…Flipped learning model affects not only the problem solving process but also students' attitudes. Bin-Hady & Hazaea, (2022) report that respondents had a favourable attitude towards the flipped pronunciation class with a mean score of 4.1045 and a standard deviation of 0.50519. This is in agreement with the research of Singay, (2020), who observed that students improved their English grammar and demonstrated positive attitude and perception towards flipped class learning.…”

Examining the Emotional Semantic Orientation of Gifted Students Towards the Flipped Learning Model

“…Betaubun ( 2021 ) mentioned that identifying students’ attitude towards FLM, whose utilize has enhanced especially during the COVID-19 process, should provide a different framework for the effectiveness of the model. On the other hand, Bin-Hady and Hazaea ( 2021 ) found that there is a positive relationship between students' attitudes towards FLM and their academic achievement. No study has also been found in the literature examining the emotional semantic orientations of gifted students towards FLM.…”