Abstract

The present study aimed at investigating the effect of the flipped classroom model on Egyptian EFL students’ listening comprehension. A one-group pre-posttest design was adopted. Thirty-four 3^rd-year EFL students at the Faculty of Education, Suez University, were pretested on listening comprehension before the experiment and then posttested after it. Using the flipped classroom model went through three successive stages: planning (where content was prepared and participants were oriented to the flipped classroom process), implementation (that included the pre, during, and after class parts of the flipped classroom model), and evaluation (where group projects were presented and evaluated). Paired-samples t-test revealed a statistically significant improvement in participants’ listening comprehension (t=11.341, p<0.05) between the pretest and the posttest in favor of the posttest. Therefore, it was concluded that the flipped classroom had a significant effect on the listening comprehension of Egyptian EFL students. Some recommendations and suggestions for further research were introduced.

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