Using Flipped Classroom to Develop Learners’ Listening Proficiency:

Second Year EFL Students of Dire Dawa University in Focus

Abstract

The purpose of this study was to determine whether implementing FC in to English language listening classroom is possible, increase learners’ motivation, and help learners to enhance their listening proficiency. The study was conducted with 18 second year EFL students of Dire Dawa University. A pre-post single group quasi- experimental design was used to see learners progress in listening proficiency. To collect the data about learners’ motivation and attitude towards the FC, observation, questionnaire (both close-ended and open-ended) were employed. So mixed research approach was used to collect and analyze the overall data. Technology-mediated course material was prepared by the researcher and implemented for 13 weeks. The result showed that learners’ listening proficiency is improved as the mean difference between pre-test and post-test is 21.8 and The independent sample t-test showed significant value (Sig. (2-tailed) 0.001.) which is lower than 0.05 which is interpreted as FC has significant effect on learners’ listening proficiency. In addition, the result of class observation and questionnaire indicates that learners have positive attitude towards the FC, and they perceived that FC provided them practical listening materials, interesting activities, and learning autonomy which made them feel motivated. This study recommends that English language teachers may implement FC in teaching listening skills considering its effectiveness in developing listening proficiency.