Flipped classroom, an active methodology for the development of speaking skills of English as a foreign language

Abstract

The purpose of the research was to demonstrate the relevance of the use of the flipped classroom methodology (Flipped Classroom) in the development of the macro skills of speaking in English of the students of the seventh grade of Basic of Sor Teresa Valsé School, located in Cuenca city, Azuay Province, during the 2023-2024 school year. To achieve the goal, quantitative field research was carried out. The study group was 34 Ecuadorian students. The data collection technique was through testing (pre and posttest). The instrument used was a test validated by the Cambridge Institute. Between the pre and posttest, the flipped class methodology was used. To analyze the data collected by the test, the Jamovi program was used. The results showed that a low level is seen in the pretest that rises in the posttest. Furthermore, the biserial correlation of ranks is expressed, which is equal to unity, from which it follows that the difference between the pretest and the posttest is large. In summary, it was demonstrated that the Flipped Classroom method has been effective in developing English speaking skills in students since it has had a favorable effect on the level of oral linguistic production of students as well as on vocabulary and grammar, interaction and pronunciation.