Investigating The Effectiveness of Flipped Instruction on EFL Learners’ Speaking Skill Improvement (Published)
This research analyzes the influence of the Flipped Instruction (FI) in the Speaking Skill Development in EFL Learners of B2 level from the regular modality at Fakher institute. It was detected, through a direct observation, that students presented difficulty in constructing effective communication in the English language. A mixed method experimental study was developed in which two groups, control and experimental, were established. The first group received classes through traditional learning strategies and the last one through strategies based on FI. First, speaking skills were assessed by applying the speaking section of the Oxford Placement Test (OPT). In the case of the experimental group, the FI was implemented through six lesson plans that incorporate strategies such as watching videos at home, do activities in a class directed to work in grammar, vocabulary, and pronunciation such as task-based activities in the classrooms, and after that student made speeches in pairs or small groups talking about the topics of the lessons. On the other hand, students in the control group received class through the traditional learning method. Once the experiment was completed, the OPT post-test was applied to know the speaking skill development in both groups. The result is more significant in the experimental group compared with the control one. The FI is efficient in ensuring the development of speaking skills in EFL Learners better than the traditional learning strategies.
Keywords: EFL, Flipped classroom, Grammar, Pronunciation, Speaking Skill, Vocabulary, communication activities, flipped learning
Teaching Vocabulary Using Film and Video: The Development of Senior Secondary Students’ Registers (Published)
Second language development could be achieved through various teaching and learning processes; however, applying film and video technology has facilitated this process. This study aimed at examining the influence of film and video on vocabulary development of secondary school students’ language. Twenty S.S. 2 students in a city in an urban city in Nigeria form the population of this study. The participants were randomly selected into control and experimental groups. Before the experiment, a 20-item vocabulary matching test was conducted as the pre-test. After the pre-test “Power of Justice”, a Nigerian home video was shown to the experimental group. The control group on the other hand was taught using the traditional method of rote – learning the language register of Law. A post-test was conducted thereafter to examine the development in each group. Both independent and paired t-tests were carried out. The results of this study revealed that the participants in experimental outperformed those in control grouped in terms of their vocabulary development. The findings may be shared with other teachers in order to inform how film and video influence the vocabulary learning of Nigerian ESL students.
Keywords: Film, Register, Video, Vocabulary