THE INFLUENCE OF THE FLIPPED CLASSROOM STRATEGY ON ENGLISH LANGUAGE LEARNING OUTCOMES OF EFL STUDENTS AT MISURATA UNIVERSITY, LIBYA

Abstract
The study aims to examine whether adopting the flipped classroom teaching approach would be a beneficial and feasible instructional method for Libyan higher education. It also aims to investigate if the flipped classroom can positively impact student’s performance and achievement compared to some traditional teaching methods employed at Misurata University. Additionally, the study tries to investigate students' views regarding the use of flipped classroom approach. A mixed method research design is used in this study. The data collection methods include, pre- and post-tests (i.e. a quasi-experimental design) followed by interviews. The study involved 67 Libyan students from Misurata University's Faculty of Education, who were from various departments and enrolled in a general English course. Participants were split into two groups: a control group consisting of 35 students and an experimental group consisting of 32 students. Both groups underwent a pre-test prior to the experiment. The experimental group was instructed using the flipped classroom approach, whereas the control group experienced traditional teaching methods. After the experiment, both groups were assessed with an EFL test. In addition, 10 students from the experimental group were interviewed to gather their views on the flipped classroom. The findings indicated that the flipped classroom strategy positively impacted students' English learning performance. The interviews revealed overall favorable views on the use of the flipped teaching technique.