This abstract examines the efficacy of the Flipped Classroom Model in teaching English as a second language (ESL) in Sri Lankan secondary schools. Since English is taught as a second language in many nations, including Sri Lanka, many students have a pessimistic attitude toward learning the language. Foreign countries are utilizing the flipped classroom model to lessen this pessimistic attitude. Despite the benefits, there has not been in-depth study done on the efficacy of the flipped classroom model for teaching English in Sri Lanka. Hence, this study aims to assess the effectiveness of the flipped classroom model in improving English language skills which includes all the four competencies of the language which are reading, writing, speaking, and listening. The study employs a qualitative method using interviews as the main data collection approach. Data collection was done through questionnaires given to selected teachers from Government Secondary schools in Western Province, Sri Lanka. Fifty English Language teachers from different government schools within Western province were interviewed virtually to get a thorough idea about their knowledge about this model. Moreover, teachers’ perception of this classroom model, consequences of Traditional classroom vs. flipped classroom model were also discussed under the discussion of the study. The results revealed that the flipped classroom approach can play a pivotal role in enhancing English language education in Sri Lanka, contributing to students' academic and career readiness in the time to come.

Authors:
Yasangi Epitawala, Informatics Institute of Technology, Sri Lanka
Dinithi Pallewatta, International University of Japan, Japan

About the Presenter(s)
Ms. Epitawala Arachchilage Yasangi Pamodya Epitawala, Lecturer at Informatics Institute of Technology, Colombo, Sri Lanka. Currently preparing for my Advance HE Fellowship and CELTS Qualification

See this presentation on the full schedule – Thursday Schedule

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