Flipped Classroom Model Proves Effective for Kurdish EFL Students

Strategic Insights -

Research conducted at Salahaddin University-Erbil found that the flipped classroom model is a successful teaching method for contemporary students, particularly those in English as a foreign language (EFL) programs. The study explored Kurdish EFL students' perceptions of the flipped pronunciation class (FPC) and its impact on their pronunciation proficiency. The findings indicate that the FPCs have a positive effect on students' pronunciation skills, including phonetic awareness, stress, intonation, rhythm, and pacing.

Key Takeaways:

  • The study involved 398 first-year students at Salahaddin University who participated in a survey questionnaire, and 30 students who were interviewed using a semi-structured approach.
  • The quantitative data analysis revealed that Kurdish EFL students perceive FPCs as impactful for improving their pronunciation proficiency.
  • The qualitative analysis of student interviews found that FPCs are seen as a valuable opportunity to develop proficiency in sound pronunciation, stress placement, tone, intonation, stress-time rhythm, and pacing.
  • The students reported having a good experience with FPCs, indicating a positive outcome from the flipped classroom model.
  • The study aimed to explore the Kurdish EFL students' perceptions towards the use of FPCs for improving all facets of pronunciation skills.
  • The findings suggest that the flipped classroom model is a suitable teaching method for contemporary students, particularly those in EFL programs.

Statistics:

  • 398 students participated in a survey questionnaire to collect quantitative data.
  • 30 students were interviewed using a semi-structured approach to collect qualitative data.
  • The study included both quantitative and qualitative data analysis to achieve its aims.
  • The participants were first-year students at Salahaddin University.

Sources:

  • Zanco Journal of Humanity Sciences, 2024, 28(4): "Kurdish EFL Students' Perceptions towards Flipped Pronunciation Class at Salahaddin University" (available at https://doi.org/10.21271/zjhs.28.4.16)