Investigating the effects of flipped vocabulary learning via an online dictionary on EFL learners' listening comprehension

Abstract

Abstract This study investigated the impact of flipped vocabulary learning on the listening achievement of EFL learners. The study participants included 60 English language learners selected based on their performance on the Michigan Test of English Language Proficiency and randomly assigned to experimental and control groups. The experimental group was taught based on flipped vocabulary learning, while the students in the control group received no such instruction. For treatment in the experimental group, the teacher taught the unknown and new vocabulary in the listening text from the TACTICS textbook using an online dictionary to flip the classroom. The teacher offered an online dictionary and encouraged learners to check out words, synonyms, and antonyms to become more familiar with new words. Before each listening class, students memorized 20 target words, prior to taking on the listening tasks. The obtained data were analyzed using the ANCOVA procedure. The study results demonstrated that the experimental group performed significantly better than the control group. Also, the findings suggested that flipped vocabulary learning can be used as an effective instructional tool to help learners improve their listening achievement. The theoretical and practical implications for learners, teachers, and syllabus designers are discussed.

Keywords

• Flipped learning
• Vocabulary
• EFL learners
• Listening comprehension