Examining the Effectiveness of the Flipped Model in Developing English Learners’ Critical Thinking Through Listening Exercises

Abstract

Previous research has demonstrated that a flipped model is of benefit for students’ progress. This research set to investigate how effective flipped model is in developing students’ listening, speaking, and critical thinking (CT) skills while the in-class listening activity is flipped and replaced by CT developing activities. The study collected information on how students experienced doing the exercises at home and how they perceived their own progress in the class. The results showed that students had a positive attitude towards flipped learning model. The data collected through exit-slips, group interview, and teacher diary further shed light on the fact that flipped classroom might not be the best choice if the students cannot dedicate the needed time outside the classroom. The study found that before implementation of flipped model, students need to be consulted on how much time they can devote to studying outside the class.