REDEFINING A FLIPPED LEARNING CLASSROOM: USING OUTSIDE-CLASSROOM LISTENING PORTFOLIO TO BOOST INSIDE-CLASSROOM SPEAKING TASKS

Abstract

With the limited time in the classroom, many English language teachers have held a big concern as to how to create more spaces, more time, and more opportunities for learners to use the target language in a meaningful way. By using a qualitative method with different approaches of interviews, document analysis, and classroom observations, this study aims at exploring the effect of adopting a flipped learning model with the integration of listening and speaking on the development of these skills. The study participants were 17 third-year English-major students enrolling in a listening-speaking 6 course at Quang Binh University. The findings showed that learners’ listening skills were significantly improved and they appeared to be more confident and more productive when participating in inside-classroom speaking tasks with a well-prepared listening porfolio at home. The article drew an implication that to boost learners’ independent learning and maximize the effect of the classroom time, it is vital to apply homework-in-class and classwork-at-home model while integrating skills in language education