Incorporating ‘Flipped Classroom Model’: Developing English Speaking Skills of Engineering Students

Abstract

—The present study aims to assess the effectiveness of the flipped classroom model in improving engineering students’ speaking skills in fluency, accuracy, and pronunciation of English as a Second Language (ESL). Comparative studies on the flipped classroom’s impact on ESL learners’ speaking skills in engineering students are scarce. To fill this gap, the current study adopts an experimental design to perform the study. The experimental study encompasses two distinct cohorts: the experimental and control groups. The experimental group received intervention through a flipped classroom model, and the control received treatment through a communicative language teaching approach only to enhance the speaking skills of ESL learners over the 8 weeks. One hundred and twelve participants were selected employing random sampling from a private college in India. Data collection involved using assessments conducted before and after the intervention activities. The results of the study indicated that each group exhibited significant progress in the speaking abilities of engineering students. Compared to the control group, the flipped classroom model exhibited a remarkable advantage in fostering the speaking skills of engineering students, particularly in fluency, accuracy, and pronunciation. The implications of this study hold considerable pedagogical relevance for individuals engaged in curriculum design, the development of training programs for prospective engineering students, the creation of educational materials, as well as all stakeholders involved in the field of engineering education.