Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students’ Perception

Abstract

The accessible Flipped classroom is a two-learning phase model that includes preclass and in-class learning phases accessible using standard information technology. The objectives of this study are to explore the effectiveness and investigate the students’ perceptions towards this model to see how the perceptions correlated with the success of the model. This study involved 59 sophomores (98.3% female and 1.7% male) between the ages of 20 to 21 from 2 English presentation classes at Walailak University. A pre-test / post-test were conducted to see the effectiveness, while a survey questionnaire of 22 closed-ended questions and 1 open-ended question was given to them at the end of the term of 12 weeks. The questions were classified into four aspects of perceptions: pre-class learning phase, in-class learning phase, word stress pronunciation, and the overall model. The results confirmed the effectiveness of this model as the average students’ posttest score (M: 8.38) was notably higher than their pre-test score (M: 7.47). Students’ perceptions of each of four aspects were also positively high. However, as bivariate correlations were performed to examine the relationships between the students’ perceptions and post-test results, no significant correlation was found. The study implied that even though the students improved by using the model, they might have needed more time to adapt to a more independent learning culture.