Investigating Listening Comprehension through Flipped Classroom Approach: Does Authenticity Matter?

Abstract

This study examined the impact of flipped teaching on the improvement of listening performance. The main objective of this paper is to gauge if there are any statistically significant differences in the listening achievement of participants who learn via flipped approach and those who learn ‘conventionally’. 119 advanced English language learners were assigned to three groups: one Authentic Audio Material Group (AAMG); one Pedagogical Audio Material Group (PAMG); and one Control Group (CG). As for the authentic materials, audio resources from some websites were the focus of listening exercises. The pedagogical audio materials were taken from ‘Real Lives, Real Listening’ book series (the Advanced Level). The treatment included predesigned educational materials and differentiated tasks that were used with two experimental groups while the other group studied the teaching materials in a similarly learner-centered class. After the treatment, there was a posttest and with a 6-month time interval, a delayed posttest was held. The results of data analysis revealed that flipped approach to teaching listening proved highly effective for the experimental groups in the short and long-term. In fact, the results indicated that this improvement in the listening is directly attributable to the flipped approach. In addition, authentic audio materials proved to be more contributing in comparison with the audio materials designed for pedagogical purposes. This unprecedented paper reminds the importance of not lagging behind thriving technology and underlines the need for influential teaching and technology integration. As a result, its thought-provoking implications can help the stakeholders and educational officials.