The Effect of Flipped Instruction on EFL Learners' Speaking Performance

Various teaching techniques and methods have been suggested to assist English as a Foreign Language (EFL) learners in improving their language skills. However, it is still important for instructors to consider alternative approaches that provide ample opportunities for language use. One such innovative approach is Flipped Classroom Instruction (FCI), which claims to result in more productive learning outcomes. The present quasi- experimental study aimed to investigate the effect of flipped classroom instruction on the speaking performance of Iranian EFL learners. The study involved 80 male and female students, aged between 16 and 23, who were divided into four groups (two control and two experimental groups) and were studying at a private language center. Regarding the study's treatment, the experimental groups were given the instructional materials in advance to study at their own pace and review as many times as needed, a method known as Flipped Instruction. In contrast, the control groups received traditional instruction, where the teacher covered the content in class and assigned activities for subsequent sessions. The result of the study indicated that flipped instruction had a statistically significant effect on improving students' speaking performance.

The Effect of Flipped Instruction on EFL Learners' Speaking Performance Keywords:

Flipped Instruction , EFL learners , Speaking Skill , teaching approaches