Using the Flipped Classroom in the- Presentation Skills Development

Abstract

This study aimed to investigate the flipped and traditional classroom approaches to improve undergraduates' professional presentation skills in English language courses. The presentation skills in English in line with current operating technology, online learning and student-centred tailor-made flipped approach is not just the task of the academic world but a high-demand request of the global labour market. The Covid-19 shift has asked for online, more active student-centred education that can represent flipped classrooms. The theoretical research focused on flipped learning/teaching strategies, pillars, factors, and the conceptual framework of Flipped Classrooms. Firstly, was conducted potential students' need analyses questionnaire ("learners' needs analyses"); then surveys from leading employers were involved ("market needs demand"), and finally, all findings were implemented in the content of a presentation skills English course as objectives, study materials, assessment criteria and teaching strategies. 5-Likert scale questionnaires, open-ended questions After and before the intervention, the pre/post-test students' questionnaires were conducted (5-Likert scale questionnaires, open-ended questions). In research, both qualitative and quantitative research methods were used. Data were analysed statistically using the SPSS software. Findings revealed that the flipped approach enhanced active students' participation, developed the level of oral presentation, reduced the tension of presenting, oral speaking, the assessment criteria and other tools increased learners' motivation, self-awareness, and satisfaction.