Design-based research to develop an online flipped classroom model by integrating interactive response systems and task-based language teaching to improve Thai undergraduate students’ English communicative competence

Abstract

The need for an effective online English teaching model has become bigger in recent years due to the COVID-19 pandemic. This Design-Based-research (DBR) aims to develop an online English teaching model to enhance Thai university students’ English communicative competence by integrating several elements, including online flipped classroom, interactive response systems, and task-based language teaching. The more elaborated objectives of this study comprise 1) to design an online flipped classroom model with interactive response system, and task-based language teaching approach, 2) to test the model, 3) to evaluate the effects of the model on students’ English communicative competence, and 4) to investigate students’ reflection on the model.

3 cycles of DBR were completed in approximately one year and 3 months. The model was developed and improved in the Reflect and Design Phase. Information from carefully selected recently published studies as well as experts’ judgements went through an inductive analysis and their results helped shape the model. In the Test Phase of each cycle, simple random sampling was utilized to select the research participants, first or second-year students taking General English (GE) courses at a university in the south of Thailand. Students were given a pretest and posttest to investigate the effects of the model on their English communicative competence. A series of descriptive and inferential statistics were applied to analyze the data. In the last phase of each cycle, Evaluate, students were given a survey with closed-ended and open-ended items to investigate their perceptions of the intervention. The quantitative data from the survey were analyzed by using descriptive statistics, while the qualitative data went through content analysis.

The three cycles of DBR resulted in an innovation, an Online Flipped Classroom Model with Interactive Response Systems and Task-Based Language Teaching for English Instruction or, in short, O-FITE Model. The findings show that the model is effective in enhancing students’ English communicative competence in all the three cycles. Students’ reflections on O-FITE Model were also positive. Both the quantitative and qualitative data pointed out that most students favored the model’s application. The model created an engaging online English learning environment both before and during class. Also, O-FITE Model enabled them to actively participate in classes and frequently practiced English speaking and writing in an online environment.

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