Effects of Integrating WSQ-Based Flipped Learning and Cooperative Learning on L2 Speaking Performance

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Y

18

Cooperative Learning; Flipped Classroom; Speech Communication; Pronunciation; Scores; Language Fluency; Oral Language; Worksheets; Intervention; Multimedia Instruction; Teaching Methods; Vocabulary Development; Second Language Learning; Second Language Instruction; English (Second Language); Comparative Analysis; College Students; Student Improvement; Instructional Effectiveness; Blended Learning; Accuracy; Language Tests

2147-0901
2564-8020

Background/purpose: This research aimed to evaluate the impact of integrating the WSQ-based flipped learning method with cooperative learning on speaking performance among English as a Foreign Language (EFL) learners. Addressing the challenges EFL learners face in oral proficiency, the study sought to determine whether this innovative pedagogical approach could enhance vocabulary pronunciation, oral fluency, and content length in speaking tasks. Materials/methods: The study employed a single-group quasi-experimental design with 25 tertiary-level EFL learners aged 18 to 21. Due to participant attrition, the final sample size was 15. Over six weeks, participants underwent an intervention combining multimedia content, cooperative learning principles, and Watch-Summary-Question (WSQ) worksheets. Pre-test and post-test evaluations assessed vocabulary pronunciation accuracy, oral fluency, and speaking content length. Results: The findings demonstrated significant improvements in speaking performance. Participants' average pronunciation scores increased from 10.33 to 13.47, oral fluency scores rose from 4.27 to 7.49, and speaking content length expanded from 147 to 229 words. All improvements were statistically significant at the 0.01 significance level, underscoring the efficacy of the integrated approach in enhancing EFL learners' oral proficiency. Conclusion: The study concludes that combining WSQ-based flipped learning with cooperative learning positively influences EFL learners' word pronunciation accuracy and oral proficiency. These results align with previous research supporting the effectiveness of blended pedagogical strategies. Educators can adopt this approach to improve oral English instruction. Future research should examine its long-term effects and applicability in diverse language learning contexts.

As Provided

2025

EJ1463507