Exploring the Effects of Flipped Classroom Model Implementation on EFL Learners’ Self-confidence in English Speaking Performance

Abstract

Learners of English as a foreign language (EFL) face several challenges which impact negatively on their attempts at achieving English proficiency. This study aimed at exploring the effects of Flipped Classroom Model (FCM) implementation on EFL learners’ level of self-confidence in English speaking performance. A mixed methodology design comprising both qualitative and quantitative approaches was used to accomplish the objective of the present study. Data was gathered through analysis of self-confidence in English Speaking Performance Questionnaire (SCESPQ), students’ reflective journals, and focus group interviews. The sample was made up of purposively selected 27 undergraduate students who were attending the Advanced Communication Skills course at Buraimi University College (BUC), Sultanate of Oman. The analysis of the quantitative and qualitative data showed a remarkable occurrence of improvement at students’ self-confidence in English speaking performance across the time of FCM implementation. The results of ANOVA and MANOVA tests recorded significant differences (p < 0.001) in students’ self-confidence levels before and during the implementation of FCM. It was found that using FCM contributed significantly to progressively increasing students’ self-confidence in English speaking performance over time. For future studies, it is vital to explore the effects of using FCM on other learning factors and language skills.