using flipped classroom strategy in teaching english to develop listening comprehension skills for prep students
The purpose of this research was to investigate the effect of the flipped classroom instruction on prep students’ listening comprehension skills. The study followed a quasi-experimental one group design. The participants of the research included 88 students who were randomly chosen from 1st year prep students at Tal Elqalzam prep school for girls in Suez governorate. They were divided into two groups: experimental (N=44) and control (N=44). The instrument of the research was a listening comprehension pre/posttest designed by the researcher. The program was taught over a period of two months during the first term of 2021-2022 academic year. During this period, the experimental group was exposed to a flipped classroom-based program while the control group was received their regular instruction. After conducting the experiment for two months, the researcher conducted the post-test on the research participants. A paired samples of experimental group t-test showed that there was a statistically significant difference between the mean score of the pretest and the posttest in the favor of the posttest. It was concluded that participants' level of listening comprehension skills significantly developed after receiving the flipped classroom-based program. (Published abstract)