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The Impact of the Flipped Classroom Model on Developing EFL Students' Four Language Skills: An Experimental Study.

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Title: The Impact of the Flipped Classroom Model on Developing EFL Students' Four Language Skills: An Experimental Study.
Authors: Dorgham, Rasha1, Bin Obiad, Lamya2
Source: Journal of Language Teaching & Research. May2026, Vol. 17 Issue 3, p882-892. 11p.
Subject Terms: *Flipped classrooms, *English as a foreign language, *Writing education, *Listening, *Language ability, *Reading, Oral communication, Empirical research
Abstract: This study examined the effects of flipped instruction on the reading, writing, listening, and speaking skills of English as a Foreign Language (EFL) learners. The educational environment continues to evolve and adapt under exceptional and timely situations to enhance language acquisition, with innovative teaching approaches like the flipped classroom development that promote student autonomy and involvement. In recent years, learning outcomes in students have indicated that flipped learning--or the presentation of instructional content outside the classroom so that classroom time can be used for practice, participation, and interaction--has significantly influenced language learning. At Fatima Al-Zahraa Secondary School, a quasi-experimental research design was adopted for this study. The participants were female high school juniors, divided into two groups--an experimental group and a control group. The results indicate that the use of flipped classroom pedagogies in EFL settings increases students' engagement and enables the all-round development of language skills. The study also includes implications for the practice of the flipped instruction model and proposals for further investigation into extended flipped instruction, especially in relation to language proficiency levels and diverse teaching contexts. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. May2026, Vol. 17 Issue 3, p882-892. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink>
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  Data: This study examined the effects of flipped instruction on the reading, writing, listening, and speaking skills of English as a Foreign Language (EFL) learners. The educational environment continues to evolve and adapt under exceptional and timely situations to enhance language acquisition, with innovative teaching approaches like the flipped classroom development that promote student autonomy and involvement. In recent years, learning outcomes in students have indicated that flipped learning--or the presentation of instructional content outside the classroom so that classroom time can be used for practice, participation, and interaction--has significantly influenced language learning. At Fatima Al-Zahraa Secondary School, a quasi-experimental research design was adopted for this study. The participants were female high school juniors, divided into two groups--an experimental group and a control group. The results indicate that the use of flipped classroom pedagogies in EFL settings increases students' engagement and enables the all-round development of language skills. The study also includes implications for the practice of the flipped instruction model and proposals for further investigation into extended flipped instruction, especially in relation to language proficiency levels and diverse teaching contexts. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193700226
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        Value: 10.17507/jltr.1703.13
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        Text: English
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      – SubjectFull: Writing education
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      – SubjectFull: Listening
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      – SubjectFull: Language ability
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      – SubjectFull: Reading
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              Text: May2026
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