Flipped Classroom: The Effectiveness of Using Pre-Lecture Assignments on Enhancing EFL Undergraduates’ Attitude, Ability, Engagement and Participation

Abstract

Having students as the core pillar of the teaching and learning process is significantly crucial in today’s classrooms. Flipped classroom along with the integration of pre-lecture assignments have proved to transform traditional teaching methods into a more engaging and effective one which stresses leaners’ role to be the centre of the teaching and learning process and increases learning gains. So, this article explores the effectiveness of implementing pre-lecture assignments on enhancing EFL undergraduates’ attitudes, ability, engagement and participation. The researcher adopts a descriptive analytical mixed approach. A questionnaire and interview are employed as data collection tools. The population of this study is level three EFL undergraduates majoring in English language; Faculty of Alsun, International University of Africa. Using a random sampling technique, the researcher administers the tools to the whole class (58 students) in which 48 students take part as sample of the study. The data is analysed using SPSS version 29. The results reveal that the pre-lecture assignments have significantly enhanced the students’ learning ability and helped them to gain a good background about the upcoming content. It also demonstrates that these assignments have increased their engagement and participation during class discussions and that class time is devoted to discussion rather than presentation. In addition, the findings show that the assignments have enhanced their attitudes towards the course. Finally, it’s recommended that EFL instructors should implement pre-lecture assignments in their classes to get more learner-centred classes and equip their students with the required terminology before coming to the class.