Enhancing EFL Learners' Listening and Speaking Skills by Incorporating Flipped Learning into Conventional Classes

Abstract

This study explores the integration of flipped learning into conventional classroom instruction to enhance English as a Foreign Language (EFL) learners’ listening and speaking skills. Grounded in constructivist learning theory and learner-centered pedagogy, the research was conducted with 45 second-semester Learners from the English Education Program at Pattimura University. The flipped model utilized Edpuzzle for asynchronous video-based listening tasks, followed by in-class oral presentations and discussions. Data were collected through Edpuzzle performance records, classroom observations, semi-structured interviews with 15 Learners, and oral performance evidence from five selected participants. Thematic analysis revealed that flipped learning fostered greater learner engagement, improved listening comprehension, and increased confidence in speaking. Learners demonstrated stronger vocabulary usage, clearer pronunciation, and more structured responses when given the opportunity to process input before class. However, challenges such as inconsistent preparation, reliance on notes, and anxiety during spontaneous speaking were also observed.The findings suggest that incorporating flipped learning into EFL instruction can significantly support learners' productive language development when effectively implemented and supported by reflective tasks and guided interaction. The study recommends the continued use of technology-enhanced input and performance-based assessment to bridge receptive and productive skills in language learning.