The effects of implementing the flipped classroom through online video conferencing technology to enhance the listening skills of EFL undergraduate learners

Name: Rungnapa Thatphaiboon

keyword: Autonomous learning

; Flipped classroom

; Listening skills

; Online learning

; Video conferencing

Abstract: In recent years, it has been challenging for many teachers to conduct face-to-face lessons in a typical classroom, particularly during the global epidemic. This situation leads to a lack of opportunities for EFL students to participate actively in class and practice English, so they perform poorly on test results, particularly in listening skills. There are some attempts by English teachers and researchers to reduce these problems by bringing in technology and revising their teaching methods. One of the teaching approaches found effective in teaching English is the flipped classroom. Conducting flipped classrooms in the typical classroom can, however, be problematic. The benefits of online video conferencing and flipped classrooms were combined and implemented in this study, which aimed to examine their effects on the listening skills of undergraduate EFL students, as well as examine problems that arose during implementation and elicit the students' perspectives on this instructional model. This study engaged 37 undergraduate learners from a state university in Bangkok, who were administered a listening pre-test and post-test. The participants were assigned to do a self-reflective journal to analyze the problems occurring during the implementation. In addition, questionnaires and semi-structured interviews were conducted. The results suggested that the flipped classroom conducted through online video conferencing affects listening skills since the pre-test and post-test had statistically significant differences. The participants identified the problems as time-consuming, a lack of self-discipline, time management, learning environment, and materials quality. The problems seen during video conferencing sessions were discovered and classified as internet connectivity issues, inappropriate in-class activities, and the learning environment. Moreover, the questionnaire and semi-structured interview findings revealed that the participants held positive opinions toward this teaching model. This study created a guideline for a pedagogical implication that blends the flipped classroom and video conferencing to improve students’ English listening skills. In further research, EFL teachers can apply and expand the findings of this study to help learners improve their other English skills besides listening.

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Pattama Sappapan

Role: advisor

Created: 2022

Modified: 2025-11-21

Issued: 2025-11-21

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2021.1311

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: English Language Teaching

Grantor: Thammasat University

©copyrights Thammasat University

ลำดับที่.	ชื่อแฟ้มข้อมูล	ขนาดแฟ้มข้อมูล	จำนวนเข้าถึง	วัน-เวลาเข้าถึงล่าสุด
1	334584Rungnapa.pdf	4.5 MB

ใช้เวลา

0.026614 วินาที