An experimental study of the use of flipped classroom model and its self-efficacy on diploma students in English classrooms at PSAU
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Abstract
This research examines the effectiveness of the Flipped Classroom Model (FCM) in enhancing self-efficacy among diploma-level English as a Foreign Language (EFL) students at Prince Sattam Bin Abdulaziz University’s College of Science and Humanities in Sulayyil, Saudi Arabia. The research explores the educational possibilities of facilitating foundational content acquisition beyond the traditional classroom setting by utilizing pre-recorded lectures, meticulously selected readings, and diverse multimedia resources. This methodology draws upon Bandura’s (1997) four foundational sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. This optimizes the allocation of in-class time for collaborative problem-solving and tailored feedback. A quantitative research methodology was employed, wherein 150 Saudi diploma students were administered a structured, electronic questionnaire comprising three distinct sections to facilitate data collection. The instrument gathered demographic data, learner inclinations regarding modes of instructional delivery, and perspectives on the relationship between self-efficacy and instructional models. The involvement of educators proved instrumental in both the recruitment of participants and the dissemination of the survey. The FCM cohort is anticipated to demonstrate superior self-efficacy scores compared to their peers in conventional classrooms, a phenomenon likely resulting from active engagement, a tailored pace, and enhanced learner autonomy. t.
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