IMPLEMENTING ANIMATION VIDEO-BASED FLIPPED CLASSROOM TO IMPROVE ENGLISH SPEAKING SKILLS AMONG THAI EFL STUDENTS AT DARUL MA’AREF SCHOOL
DOI:
https://doi.org/10.23969/jp.v11i03.56697Keywords:
Animation Video, Flipped Classroom, Speaking Skills, Thai EFL Students, English Learn.Abstract
English speaking skills remain a major challenge for many EFL learners, particularly in contexts with limited opportunities for authentic language use. This study investigated the effectiveness of implementing an animation video-based flipped classroom to improve the speaking skills of Thai EFL students at Darul Ma’aref School, Southern Thailand. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design involving 20 students. Data were collected through speaking pre-tests and post-tests and assessed using a speaking rubric covering pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using descriptive statistics and a paired-sample t-test. The findings showed that students’ mean speaking score increased from 9.05 in the pre-test to 14.50 in the post-test. The paired-sample t-test revealed a statistically significant difference between the two scores (t = -29.52, p < .05), indicating that the implementation of the animation video-based flipped classroom effectively improved students’ speaking skills. These findings suggest that combining animation videos with flipped classroom instruction provides meaningful language input and increases opportunities for communicative practice. The study concludes that animation video-based flipped learning is an effective and culturally relevant approach for enhancing English speaking skills among Thai EFL learners.
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