The paper titled "Effectiveness of Flipped Language Learning Classrooms and Students' Perspectives" focuses on examining the effectiveness of flipped classroom approaches in language learning and the attitudes of students towards this method. The study aims to compare the outcomes of traditional face-to-face language learning with the flipped classroom approach, particularly in the context of reading skills, and to assess students' perspectives on these methodologies.
The research employs a quasi-experimental pre-test/post-test design with two treatments: face-to-face and online learning using the flipped classroom model. The study was conducted with 43 Saudi students in their first semester of university, all of whom are native Arabic speakers. The methodology involved administering pre-tests and post-tests to evaluate the effectiveness of both treatments. Additionally, a survey based on Ajzen's theory of planned behavior was used to measure students' attitudes, subjective norms, perceived behavioral control, and intention towards the flipped classroom approach.
Key findings reveal that both face-to-face and flipped classroom approaches significantly improved students' reading skills, with no significant difference between the two methods. This suggests that the flipped classroom can be as effective as traditional methods in enhancing language skills. The survey results indicated positive attitudes towards the flipped classroom, though some students showed lower self-efficacy, potentially due to unfamiliarity with the approach.
The study concludes that both face-to-face and flipped classroom approaches are effective for language learning, and integrating both methods could be beneficial. The findings support the use of Ajzen's theory in understanding and predicting students' attitudes towards flipped classrooms. The paper suggests that further research should explore the flipped classroom approach in different contexts and for other language skills.