INVESTIGATING PERCEPTION AND EXPERIENCE OF FLIPPED CLASSROOM APPROACH FOR TEACHING ENGLISH SPEAKING SKILLS TO UNDERGRADUATE STUDENTS

Abstract

Developing English speaking skills remains a critical goal in higher education, especially in non-native contexts like Pakistan, where students often lack sufficient opportunities for real-life communication. Traditional teaching methods typically limit interactive speaking practice, leading to low confidence and passive engagement. To address this issue, this study investigates the perceptions and experiences of undergraduate students and English language teachers regarding the flipped classroom approach for teaching English speaking skills. While previous research highlights the flipped model’s potential in promoting active learning, limited research has explored its specific impact on enhancing English speaking skills among Pakistani undergraduate students. The study employs a qualitative research design, using semi-structured interviews to gather in-depth insights from three English language teachers and eight undergraduate students who were introduced to the flipped classroom through a workshop. Thematic Analysis, based on Braun and Clarke’s (2006) framework, was used to identify major themes across participant responses. Key themes from teachers’ perspectives include conceptual understanding of the approach, shifting pedagogies, fluency through peer talk, in-class engagement, flexibility, and classroom-centered practices. From the students’ perspectives, themes included self-paced learning, enhanced confidence, peer collaboration, and practical in-class engagement. Findings reveal that the flipped classroom model improves student confidence, promotes fluency, and fosters greater classroom participation when implemented effectively. There were some challenges, including inconsistent preparation, lack of self-regulation, and technological access issues were also observed. This study concludes that the flipped classroom model, when implemented with structured instructions and accessible resources, significantly enhances students' confidence and fluency in speaking. The research enhances the expansion of literature on flipped classrooms by providing context-specific insights and practical consequences for language educators. It focuses on the need for innovative teaching methods in English-speaking instruction and supports the integration of technology-driven, student-centered strategies in higher education.