Please use this identifier to cite or link to this item:
https://ptsldigital.ukm.my/jspui/handle/123456789/497856Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Supyan Hussin, Prof. Dr. | - |
| dc.contributor.author | Abdullah Mohamad Yahya (P89084) | - |
| dc.date.accessioned | 2023-10-13T08:13:07Z | - |
| dc.date.available | 2023-10-13T08:13:07Z | - |
| dc.date.issued | 2020-11-27 | - |
| dc.identifier.other | ukmvital:124867 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/497856 | - |
| dc.description | In Oman, EFL learners face several challenges which have a negative impact on their attempts at achieving English proficiency, especially in speaking performance. In response, this study sets out to implement the Flipped Classroom Model (FCM) as a teaching method to firstly, investigate its effectiveness on speaking performance of Omani EFL learners. Secondly, this study also aims to explore the effects of FCM on learners' levels of motivation, self-confidence and anxiety in speaking English. And thirdly, it attempts to identify their perceptions as well as attitudes towards the learning process via FCM. To accomplish the objectives of the study, a mixed method research design was employed in which 27 Omani undergraduate students majoring in English as a foreign language at Buraimi University College (BUC), Sultanate of Oman were selected purposively as the subjects of the study. The quantitative data involved pre and post oral proficiency tests and a set of three questionnaires while the qualitative data comprised students' reflective journals, focus group interviews, and observation notes. Data analysed quantitatively and qualitatively indicated that after twelve weeks of implementing the FCM, all the students (N=27) scored higher marks in the post-oral proficiency test than they had in the pre-oral proficiency test and recorded a significant difference between pre and post oral proficiency tests t (26) = - 14.83, p<0.001. The descriptive and the paired samples tests results indicated that the implementation of FCM had positive impact on learners' speaking performance. Moreover, findings revealed a significant contribution of FCM to the progressive improvement occurred on students' levels of motivation, self-confidence and anxiety in speaking English. The findings also highlighted the students' positive perceptions and attitudes towards the process of learning to speak English using FCM. The study concluded that the speaking performance of Omani EFL learners had improved by the use of FCM as an instructional model. The implications of this study have contributed to advancing English language teaching in Oman, not only in instructional design but also in encouraging more EFL educators to be more receptive to using FCM.,Ph.D. | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | - |
| dc.rights | UKM | - |
| dc.subject | Flipped classrooms | - |
| dc.subject | College teaching | - |
| dc.subject | English language -- Study and teaching | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | Using flipped classroom model to improve speaking performance of Omani EFL learners | - |
| dc.type | Theses | - |
| dc.format.pages | 313 | - |
| dc.identifier.callno | LB1029.F55 A233 2020 tesis | - |
| dc.identifier.barcode | 004941(2020) | - |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_124867+SOURCE1+SOURCE1.0.PDF Restricted Access | 2.52 MB | Adobe PDF |  View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.