doi: 10.18178/ijiet.2025.15.4.2276
Incorporating ‘Flipped Classroom Model’: Developing English Speaking Skills of Engineering Students
Amir1
,
Md Sarfaraj2 ,
Sohaib Alam3,* ,
Tamer Tawfik Saudi4,5 ,
Farhan Ahmad3 ,
Wahaj Unnisa Warda3
- 1Department of Humanities, Galgotias College of Engineering and Technology, UP, India
- 2Department of English, Chaitanya Bharathi Institute of Technology, Hyderabad, India
- 3College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Alkharj, Kingdom of Saudi Arabia
- 4Department of Basic Studies and Sciences, Applied College, University of Tabuk, Tabuk, Kingdom of Saudi Arabia
- 5Department of Foreign Languages, Faculty of Education, Tanta University, Tanta, Egypt
- Manuscript receivedNovember 26, 2024
- revisedDecember 19, 2024
- acceptedJanuary 17, 2025
- publishedApril 15, 2025
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.
Keywords
- flipped classroom model
- English as a second language
- speaking skills
- engineering students
How to Cite
Amir, Md Sarfaraj, Sohaib Alam, Tamer Tawfik Saudi, Farhan Ahmad, and Wahaj Unnisa Warda, "Incorporating ‘Flipped Classroom Model’: Developing English Speaking Skills of Engineering Students," International Journal of Information and Education Technology, vol. 15, no. 4, pp. 686-695, 2025. https://doi.org/10.18178/ijiet.2025.15.4.2276
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).