CAN SELF-MADE VIDEOS PROMOTE L2 SPEAKING SKILLS IN A MOOC-BASED FLIPPED CLASSROOM MODEL?

Abstract

This study explored the impact of self-made videos as a pre-class activity within a flipped classroom (FC) approach, using a Massive Open Online Course (MOOC) as the primary online learning content. The focus was on assessing the effect of these self-made videos on pre-service English language teachers’ foreign/ second language (L2) speaking performance and course achievement in a MOOC-based FC model. The study was conducted at a Turkish state university with two cohorts of English as a foreign language (EFL) freshmen enrolled in the English Language Teaching (ELT) program during the fall semester of the 2022- 2023 academic year. A quasi-experimental design was employed, involving pre-tests, an intervention, and post-tests. The findings revealed a significant positive impact of self-made videos on both L2 speaking performance and course achievement in the MOOC-based FC model. These results suggest that integrating self-made videos into pre-class activities can be a valuable strategy for enhancing L2 learning outcomes of EFL learners in flipped classroom settings.