EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

Wagdi Rashad Ali Bin-Hady and Abduljalil Nasr Hazaea

PSU Research Review, 2021, vol. 6, issue 3, 175-189

Abstract: Purpose - Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement and their attitudes towards flipped learning. Yemeni EFL students also face pronunciation problems and they lack technology-enhanced language learning. The flipped learning approach promotes active learning and increases students’ learning outcomes. This study aims to measure the achievement level and the attitudes of Yemeni EFL students towards flipped pronunciation classrooms. It also correlates between achievement and attitudes towards this new experience. Design/methodology/approach - Using a correlational research design, quantitative and qualitative data were collected through a test, questionnaire and structured interview from an intact class of Yemeni EFL students at the College of Education in Socotra. Findings - The one-samplet-test analysis shows that the respondents scored high in the achievement test. The analysis of both the questionnaire and the structured interview revealed that the students have a positive attitude towards the flipped pronunciation classroom. The correlation analysis indicated a high-level positive relationship between students’ achievement and their attitudes wherer= 0.779 withp

Keywords: EFL students; Achievement; Attitude; Pronunciation; Flipped classroom; Correlational design (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:eme:prrpps:prr-09-2020-0029

DOI: 10.1108/PRR-09-2020-0029

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