Flipped classroom in chain: boosting oral proficiency in english foreign language learning, through culture and emotion incentives

Resumen

The study proposes the use of Flipped Classroom Methodology in Chain (FCMC) on the development of speaking skills in English as a Foreign Language (EFL) among 10th-grade students at a public high school in Riobamba, Ecuador, from a zero-skills basis. Semi-structured FCMC integrates traditional instruction to prepare a self-directed learning group, which also prepares themselves to another self-directed group. We propose that there is an important incentive in having a previous group experience to understand how to deal leadership issues in the second group, since previous experience in a group is key for leadership skills to lead to the consolidation of the learning process. The research adopts a quantitative, applied, and pre-experimental design, involving a single group of 30 students (12 males, 18 females) without a control group. The intervention aimed to address how FCMC influences learners’ oral communication by providing instructional content online before face-to-face sessions, allowing classroom time for collaborative and student-centered tasks.The finding indicates a mean pretest of 5.9/10, rising to 8.2/10 in the posttest. A pair sample t-test computed using SPSS yields a t-value of 2.2952 and a p-value of 0.015. As the p-value below the significance threshold (α = 0.05), the improvement in speaking skills is statistically significant. These gains were reflected in students’ increased fluency, confidence, and active participation during in-person sessions. In this regard, it is concluded that FCMC is a valuable pedagogical approach for strengthening oral communication in EFL secondary education context.