Enhancing Learning Outcomes and Students’ Satisfaction Through Flipped Classroom and STAD Integration in Thai EFL Students’ Syntax Learning

Authors

  • Natthaya Boonkongsaen Faculty of Education, Vongchavalitkul University, Nakhon Ratchasima, Thailand.
  • Srisuda Patjan Faculty of Education, Thaksin University, Songkhla, Thailand.
  • Damrong Saensing Faculty of Education, Vongchavalitkul University, Nakhon Ratchasima, Thailand.
  • Saengchoy Inthrachak Faculty of Education, Vongchavalitkul University, Nakhon Ratchasima, Thailand.

Keywords:

Flipped Classroom, STAD, Student Achievement and Satisfaction, Collaborative Learning, Peer Learning Strategies

Abstract

This study explores the impact of integrating the Flipped Classroom model with the Student Teams-Achievement Divisions (STAD) technique on Thai EFL students’ syntax learning, focusing on learning outcomes and student satisfaction. The quasi-experimental study was conducted with 16 first-year Thai Bachelor of Education students in English. The study involved administering pre-immediate posttests and delayed posttests each consisting of 60 items. The tests assessed students’ knowledge and application of English grammar, focusing on the types and functions of words. The results of the comparative analysis show significant improvements in student achievement. Pretest scores (M = 25.25, SD = 7.08) increased substantially in the posttest (M = 52.81, SD = 6.92), with a statistically significant difference (Z = -3.521, p = .000). Retention was supported by the delayed posttest scores (M = 51.75, SD = 8.28), which remained high but slightly lower than the immediate posttest. Students expressed high satisfaction with the integrated approach, highlighting enhanced engagement, active participation, and personalized learning. The flipped classroom promoted self-directed learning by encouraging students to prepare before class, while the STAD technique facilitated peer collaboration, fostering teamwork and communication skills. The combined approach also developed higher-order thinking and a growth mindset, as students engaged in analytical and practical tasks. Despite these strengths, some students found pre-class preparation tasks less engaging, indicating a need for improved task design. Overall, this integration significantly enhances academic performance and satisfaction.

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Published

10-11-2025

How to Cite

Boonkongsaen, N., Patjan, S., Saensing, D., & Inthrachak, S. (2025). Enhancing Learning Outcomes and Students’ Satisfaction Through Flipped Classroom and STAD Integration in Thai EFL Students’ Syntax Learning. NIDA Journal of Language and Communication, 30(48), 21–41. retrieved from https://so04.tci-thaijo.org/index.php/NJLC/article/view/284736

Issue

Vol. 30 No. 48 (2025): July - December 2025

Section

Research Article

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