Using the Flipped Classroom Model to Improve Non-English Major Students’ Speaking Skills

Abstract

The flipped classroom model (FCM) is currently a prominent topic in education circles. While there's been discussion about its positive impacts, there's limited empirical evidence in the literature regarding whether FCM can truly improve the oral proficiency of non-English major learners. In this study, FCM was utilized to explore its benefits in terms of improving students’ oral proficiency. The data was collected through one set of questionnaires, in-class observations and a pre- and post-test with a speaking rubric to check the effect of FCM on students’ speaking skills. In this study, there were 60 non-English major students of Dong Nai Technology University (DNTU) in Vietnam. In class A (the flipped group), 30 students studied the course using FCM, while the remaining students in class B (the traditional group) studied the course using traditional methods. Findings reveal that the use of FCM not only improved students’ speaking skills but also enhanced learners’ motivation. The results can serve as a guide when developing oral proficiency for non-English major students.