Arab World English Journal (AWEJ) Special Issue on CALL Number 8. July 2022                       Pp. 274-298

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An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking
Skills: a Case Study at Applied College

Hebah Asaad Hamza Sheerah
English Department, Applied College for Girls, King Khalid University
King Abdullah Rd, Abha, Saudi Arabia

Meenakshi Sharma Yadav
English Department, Applied College for Girls, King Khalid University
King Abdullah Rd, Abha, Saudi Arabia
Corresponding Author:


 Received: 04/11/2022                Accepted: 07/12/2022                Published: 07/25/2022


The flipped classroom strategy in the Saudi educational system is changing how we gather information, research, and share data with others. New technology tools are transforming the educational community and how instructors transmit information to students. With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. This study investigated the flipped classroom method (FCM), i.e., hybrid-flexible and hyflex models based on tri-model teaching approaches, to enhance the speaking skills of EFL students at Applied College for Girls, King Khalid University, at college level, and identify students’ opinions and responses towards the strategies used by the instructors. This research answered the following questions significantly: (i) What are EFL students’ opinions about their English speaking skills? (ii) To what extent does mixing FCM affect EFL students’ speaking skills? (iii) what are the EFL students’ opinions about integrating FCM into speaking lessons? A quasi-method was adopted to collect the control (N = 32) and the focused (N = 24) groups’ data. Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher’s observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students’ satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. The findings might provide other valuable information for researchers involved in EFL advanced pedagogy to explore the operative speaking teaching method and module.
Keywords: Flipped Classroom Method, hybrid flexible, podcast and vodcast, Traditional Classroom Method,
tri model, EFL learners, speaking skills

Cite as:  Sheerah, H.A.A., & Yadav, M.S. (2022).  An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case  Study at Applied College.  Arab World English Journal (AWEJ) Special Issue on CALL (8). 274-298.


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Received: 04/11/2022 
Accepted: 07/12/2022  
Published: 07/25/2022

Dr. Hebah Asaad Hamza Sheerah is currently an assistant professor of TESOL at the Department of English at Applied College for Girls, King Khalid University, Abha, Saudi Arabia, since 2019. She got a Ph. D. degree from Reading University, UK, in 2018. Her areas of interest include blended learning, language and education, teaching and learning, curriculum development, and collaborative learning. ORCID:

Dr. Meenakshi Sharma Yadav has been an assistant professor of linguistics at the Department of English at Applied College for Girls, King Khalid University, Abha, Saudi Arabia, since 2016. She received her Ph.D. in Applied Linguistics, M.A. (English), B.Ed., and B.A. degrees from the University of Rajasthan, Jaipur, India. In addition, she did her M.Phil. in ELT from Banasthali University and completed TEFL successfully in the U.K. Her teaching, training, research, and curriculum design specialties are in linguistics and literary criticism. ORCID: