EFFECTS OF TEACHING ENGLISH USING A FLIPPED CLASSROOM LEARNING APPROACH WITH GOOGLE SITES ON THE LISTENING ABILITY OF ELEVENTH-GRADE STUDENTS
DOI:
https://doi.org/10.14456/nrru-rdi.2022.38Keywords:
Flipped classroom learning approach, Google Sites, English listening ability, student satisfactionAbstract
The two research objectives of this study were: 1) to examine the effects of teaching English using a flipped classroom learning approach with Google Sites on the listening ability of eleventh-grade students; and 2) to study students’ opinions of learning English using a flipped classroom learning approach with Google Sites. The sample was 24 eleventh-grade students at Nonsungsritani school, Nonsung district, Nakhon Ratchasima province. They were selected using cluster random sampling. The three instruments were lesson plans based on a flipped classroom learning approach with Google Sites ( =3.54), an English listening ability test (p=0.33-0.79, r=0.35-0.65, KR-20=0.89), and an attitude questionnaire with a very high level of consistency (IOC=1.00). The data were analyzed using mean ( ), standard deviation (S.D.), and t-test for dependent samples. The results of this study showed that the mean score of the post-test of the English listening ability of participants who learned English using a flipped classroom learning approach with Google Sites was significantly higher than at the pre-test at the 0.05 level. Furthermore, the participants had very positive opinions of learning English using a flipped classroom learning approach with Google Sites at a strongly agree level ( =4.71). This study demonstrated that a flipped classroom learning approach with Google Sites enhanced students’ average English listening ability.
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