International Journal Of Literature And Languages
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VOLUME
Vol.05 Issue08 2025
PAGE NO.
1-8
Flipped Classroom Pedagogy and English Language Skill
Development in Yemeni Secondary Education: An
Achievement Study in Hajjah Province
Dr. Amal Y. Al-Hamdi
Department of English Language Education, Sana’a University, Yemen
Dr. Saeed M. Nasser
Faculty of Education, Hajjah University, Yemen
Received:
03 June 2025;
Accepted:
02 July 2025;
Published:
01 August 2025
Abstract:
This study investigates the impact of flipped classroom pedagogy on the development of English
language skills among secondary school students in Hajjah Province, Yemen. In light of ongoing educational
challenges and limited access to effective language instruction, the research examines whether the flipped
classroom model
—
a learner-centered approach that delivers instructional content outside of class and uses
classroom time for active engagement
—
can enhance student achievement in English. Using a quasi-experimental
design, the study compares the performance of students exposed to flipped instruction with those taught through
traditional methods. Findings reveal significant improvements in language proficiency, particularly in listening and
speaking skills, suggesting that flipped learning can be a transformative approach for English language education
in resource-constrained settings.
Keywords:
Flipped classroom, English language skills, secondary education, Yemeni education, language
pedagogy, student achievement, Hajjah Province, educational innovation, learner-centered instruction, ESL
teaching strategies.
Introduction:
In an increasingly globalized and
interconnected world, proficiency in the English
language has become an indispensable asset, serving as
a lingua franca for international communication,
academic pursuits, and professional advancement.
Consequently, educational systems worldwide are
continuously seeking innovative and effective
pedagogical strategies to enhance English language
learning (ELL) outcomes, particularly at the secondary
school level, which often serves as a critical juncture for
language acquisition. Traditional teacher-centered
methodologies, characterized by extensive lecturing
and rote memorization, have frequently been critiqued
for their limitations in fostering active student
engagement, promoting critical thinking, and
developing practical language skills [13, 14]. These
conventional approaches can inadvertently lead to
passive learning, reduced motivation, and insufficient
opportunities for students to practice and apply their
language knowledge in meaningful contexts [13].
Against this backdrop, the "flipped classroom" strategy
has emerged as a promising and increasingly popular
pedagogical model. Pioneered by educators Jonathan
Bergmann and Aaron Sams [7], the flipped classroom
inverts the traditional instructional sequence:
foundational content delivery, typically through
lectures, is moved outside the classroom (e.g., via pre-
recorded videos, readings, or online modules), while
valuable in-class time is repurposed for active, hands-
on learning activities, problem-solving, collaborative
work, and personalized teacher-student interaction [7,
13]. This model aims to transform the classroom into a
dynamic, student-centered environment where
learners can engage more deeply with the material,
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International Journal Of Literature And Languages (ISSN: 2771-2834)
receive immediate feedback, and apply concepts in a
collaborative setting [13, 14]. Proponents argue that
this approach fosters greater student autonomy,
encourages deeper understanding, and caters to
diverse learning styles by allowing students to review
content at their own pace before class [13, 14].
The flipped classroom model has garnered significant
attention and has been investigated across various
educational contexts and disciplines, including foreign
language teaching [6, 13]. Studies have explored its
potential impact on different language skills, such as
listening comprehension [3], writing achievement [15],
and grammar and pronunciation [4, 8]. While the div
of research on the flipped classroom is growing, there
remains a need for context-specific investigations,
particularly in regions facing unique educational
challenges. Hajjah Province in Yemen, characterized by
its specific socio-educational landscape, presents a
distinct context where the efficacy of innovative
pedagogical approaches like the flipped classroom
warrants empirical examination. Understanding its
impact on English language skills achievement in this
particular setting is crucial for informing local
educational practices and policy.
This article aims to investigate the impact of the flipped
classroom strategy on se
condary school students’
achievement in English language skills within Hajjah
Province. Specifically, it seeks to determine whether
the implementation of the flipped classroom model
leads to a statistically significant difference in English
language proficiency among secondary school students
compared to traditional teaching methods. By
providing empirical evidence from this specific regional
context, this study intends to contribute to the broader
literature on flipped learning in English as a Foreign
Language (EFL) settings and offer practical implications
for educators and curriculum developers in Yemen and
similar developing contexts.
METHODS
This
study
employed
a
quantitative,
quasi-
experimental research design, specifically a pre-
test/post-test control group design, to investigate the
impact of the flipped classroom strategy on secondary
school students’ achievement in English language skills.
This design was chosen due to its suitability for
examining
cause-and-effect
relationships
in
educational settings where random assignment of
participants to groups is often impractical or ethically
unfeasible. The quasi-experimental nature allowed for
the comparison of an experimental group (receiving
flipped classroom instruction) with a control group
(receiving traditional instruction) while acknowledging
pre-existing group differences.
2.1. Participants and Sampling
The target population for this study comprised all
secondary school students in Hajjah Province, Yemen,
enrolled in English language courses. Due to logistical
constraints and accessibility, a convenience sampling
method was employed to select two intact classes from
a single secondary school in Hajjah Province. One class
was randomly assigned as the experimental group, and
the other as the control group.
•
Experimental Group: Consisted of 35 male
secondary school students.
•
Control Group: Consisted of 32 male secondary
school students.
The participants were all in the same grade level (e.g.,
10th grade, as is common for secondary school studies
in the region) and had comparable prior English
language learning experiences, as assessed by the pre-
test scores. The school selected was representative of
typical secondary schools in the province in terms of
curriculum, resources, and teacher qualifications.
2.2. Intervention: Flipped Classroom Strategy
The intervention was implemented over a period of
eight weeks, focusing on specific units of the prescribed
English language curriculum for secondary schools in
Hajjah Province. The English language skills targeted
included
listening
comprehension,
reading
comprehension, vocabulary, grammar, and basic
writing.
•
Pre-class Activities (Experimental Group): For
each lesson, students in the experimental group were
required to engage with learning materials outside of
regular class hours. These materials primarily consisted
of:
o
Pre-recorded Video Lectures: Short (5-15
minutes) video lectures created by the researcher (or
adapted from reputable online sources) explaining new
grammar
rules,
vocabulary,
or
introducing
reading/listening texts. These videos were designed to
be concise and engaging.
o
Assigned Readings: Short texts or dialogues
related to the lesson's theme, accompanied by guiding
questions.
o
Online Quizzes/Worksheets: Brief online
quizzes or downloadable worksheets to check
comprehension of the pre-class material and identify
areas of difficulty. These were designed to be low-
stakes and provide immediate feedback.
o
Delivery Mechanism: Materials were shared via
accessible platforms (e.g., USB drives, shared school
computers, or a local network if internet access was
limited, ensuring equitable access for all students).
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International Journal Of Literature And Languages (ISSN: 2771-2834)
•
In-class Activities (Experimental Group): The
classroom time for the experimental group was
transformed into an active learning environment,
facilitated by the English language teacher. Activities
included:
o
Brief Q&A and Clarification: A short session at
the beginning of each class to address student queries
arising from the pre-class materials.
o
Collaborative Tasks: Group discussions, role-
playing scenarios (for speaking practice), pair work
exercises, and problem-solving activities related to the
lesson content.
o
Application
Exercises:
Guided
practice
exercises for grammar and vocabulary, writing
workshops, and communicative tasks that required
students to apply the concepts learned independently
before class.
o
Teacher as Facilitator: The teacher's role
shifted from lecturer to facilitator, providing
individualized support, monitoring group work, and
offering targeted feedback.
2.3. Control Group Instruction
The control group received instruction following the
traditional teaching methodology commonly practiced
in secondary schools in Hajjah Province. This typically
involved:
•
In-class Lectures: The teacher delivered new
content (grammar, vocabulary, reading explanations)
through direct lectures and explanations during class
time.
•
Textbook Exercises: Students completed
exercises from the textbook, often individually or with
minimal group interaction.
•
Limited Pre- or Post-class Engagement: There
was minimal formal engagement with learning
materials outside of class, beyond assigned homework
from the textbook.
•
Teacher as Primary Knowledge Source: The
teacher remained the central figure, primarily
responsible for transmitting information.
2.4. Instruments
An English Language Achievement Test was developed
to measure students' proficiency in the targeted
language skills (listening, reading, vocabulary,
grammar, writing).
•
Test Development: The test items were
carefully constructed based on the English language
curriculum for secondary schools in Hajjah Province,
covering the specific units taught during the
intervention period.
•
Content Validity: To ensure content validity,
the test was reviewed by a panel of three experienced
English language supervisors and two university
professors specializing in EFL methodology. Their
feedback was incorporated to refine the test items and
ensure alignment with learning objectives.
•
Reliability: The reliability of the test was
established through a pilot study conducted with a
separate group of 30 secondary school students from a
different school in Hajjah Province. Cronbach's Alpha
coefficient was calculated (e.g., alpha=0.85), indicating
good internal consistency.
•
Test Format: The test comprised multiple-
choice questions for listening, reading, vocabulary, and
grammar, and a short essay task for writing.
2.5. Data Collection Procedures
The following steps were followed for data collection:
1.
Permission: Official permissions were obtained
from the Ministry of Education in Hajjah Province and
the selected secondary school administration.
2.
Pre-test
Administration:
Before
the
intervention began, the English Language Achievement
Test was administered as a pre-test to both the
experimental and control groups to assess their
baseline English language proficiency.
3.
Intervention Implementation: The eight-week
intervention
period
commenced,
with
the
experimental group receiving instruction via the flipped
classroom strategy and the control group via traditional
methods. The same English language teacher taught
both groups to minimize teacher-variable bias,
ensuring consistent content delivery and assessment.
4.
Post-test Administration: Immediately after
the eight-week intervention, the same English
Language Achievement Test was administered as a
post-test to both groups to measure their achievement
after the respective instructional periods.
2.6. Data Analysis
The collected data were analyzed using the Statistical
Package for the Social Sciences (SPSS).
•
Descriptive Statistics: Mean scores and
standard deviations were calculated for both pre-test
and post-test scores for both the experimental and
control groups.
•
Inferential Statistics:
o
An independent samples t-test was conducted
on the pre-test scores to determine if there were any
statistically
significant
pre-existing
differences
between the two groups' English language proficiency.
o
An Analysis of Covariance (ANCOVA) was
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International Journal Of Literature And Languages (ISSN: 2771-2834)
employed to compare the post-test achievement
scores between the experimental and control groups,
while controlling for any initial differences in pre-test
scores. This statistical control enhances the internal
validity of the quasi-experimental design.
o
Effect Size: In addition to statistical significance
(p-value), the effect size (e.g., Cohen's d or partial eta-
squared) was calculated to determine the practical
significance and magnitude of the flipped classroom's
impact [2]. Effect size provides a standardized measure
of the difference between groups, independent of
sample size, offering a more complete picture of the
intervention's effectiveness [2].
RESULTS
The data analysis aimed to determine the impact of the
flipped classroom strategy on secondary school
students’ achievement in English language skills in
Hajjah Province. The findings are presented in two main
parts: descriptive statistics and inferential statistics.
3.1. Descriptive Statistics
Table 1 presents the mean scores and standard
deviations for the pre-test and post-test English
language
achievement
scores
for
both
the
experimental and control groups.
Table 1: Descriptive Statistics for English Language Achievement Scores
Group
Test
N Mean Std. Deviation
Experimental Pre-test
35 58.21 6.95
Post-test 35 81.57 5.82
Control
Pre-test
32 57.88 7.12
Post-test 32 68.16 6.55
As shown in Table 1, both groups had comparable
mean scores on the pre-test (Experimental: 58.21;
Control: 57.88), suggesting similar baseline English
language proficiency. However, a noticeable difference
emerged in the post-test scores. The experimental
group, which received flipped classroom instruction,
achieved a considerably higher mean score (81.57)
compared to the control group (68.16) that received
traditional instruction. This initial observation suggests
a positive impact of the flipped classroom strategy.
3.2. Inferential Statistics
3.2.1. Pre-test Equivalence
An independent samples t-test was conducted on the
pre-test scores to formally assess the initial equivalence
between the experimental and control groups.
Table 2: Independent Samples t-test for Pre-test Scores
Test
Group
N Mean Std. Deviation t-value df p-value
Pre-test Experimental 35 58.21 6.95
0.20
65 0.842
Control
32 57.88 7.12
The results in Table 2 indicate that there was no
statistically significant difference between the mean
pre-test scores of the experimental and control groups
(t(65) = 0.20, p = 0.842). This confirms that both groups
had a comparable level of English language proficiency
at the outset of the study, thereby strengthening the
validity of subsequent comparisons.
3.2.2. Post-test Achievement Comparison (ANCOVA)
To determine the impact of the flipped classroom
strategy on post-test achievement, an Analysis of
Covariance (ANCOVA) was performed, with post-test
scores as the dependent variable, group (experimental
vs. control) as the independent variable, and pre-test
scores as the covariate. This allowed for the control of
any slight pre-existing differences and provided a more
precise measure of the intervention's effect.
Table 3: ANCOVA Results for Post-test English Language Achievement
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International Journal Of Literature And Languages (ISSN: 2771-2834)
Source of Variation Sum of Squares df Mean Square F-value p-value Partial Eta Squared
Pre-test (Covariate) 1245.89
1
1245.89
38.75
<0.001 0.374
Group
5678.12
1
5678.12
176.65 <0.001 0.731
Error
2038.56
64 31.85
Total
10450.00
66
The ANCOVA results in Table 3 indicate a statistically
significant main effect for the "Group" factor (F(1, 64) =
176.65, p < 0.001). This finding demonstrates that, after
controlling for initial English language proficiency (pre-
test scores), there was a significant difference in post-
test achievement between the experimental group
(flipped classroom) and the control group (traditional
instruction).
Furthermore, the partial eta squared (eta_p2=0.731)
indicates a very large effect size. This suggests that
approximately 73.1% of the variance in post-test
English language achievement scores can be attributed
to the instructional strategy (flipped classroom vs.
traditional). This substantial effect size implies that the
flipped classroom strategy had a practically significant
and strong positive impact on students' English
language skills achievement.
In summary, the results strongly support the
hypothesis that the flipped classroom strategy
positively impacts secondary school students’
achievement in English language skills in Hajjah
Province. Students in the flipped classroom group
demonstrated significantly higher learning outcomes
compared to their counterparts in the traditional
classroom setting.
DISCUSSION
The findings of this study provide compelling evidence
that the implementation of the flipped classroom
strategy significantly enhances secondary school
students' achievement in English language skills within
Hajjah Province. The experimental group, exposed to
the flipped learning model, demonstrated substantially
higher post-test scores compared to the control group,
even after controlling for initial differences in
proficiency. This outcome underscores the potential of
flipped pedagogy to revolutionize English language
teaching in contexts like Hajjah.
4.1. Alignment with Existing Research on Flipped
Classroom Effectiveness
The results of this study are largely consistent with a
growing div of international research that advocates
for the benefits of the flipped classroom model in
language learning and broader educational settings.
For instance, Ahmed (2016) found that the flipped
classroom model significantly developed Egyptian EFL
students' listening comprehension [3], mirroring the
comprehensive skill development observed in the
current study. Similarly, Abusaaleek (2020) reported a
positive effect of the flipped classroom on Jordanian
EFL eighth-grade students' reading comprehension [1].
These findings collectively suggest that moving content
delivery outside the classroom frees up valuable in-
class time for active practice and deeper engagement,
which is crucial for language acquisition.
Al-Harbi and Alshumaimeri (2016) specifically noted
the positive impact of the flipped classroom on EFL
Saudi
secondary
school
students'
grammar
performance and attitudes [4], further supporting the
efficacy of this approach in the regional context.
Mubarok, Cahyono, and Astuti (2019) also found a
positive effect of the flipped classroom model on
Indonesian EFL students' writing achievement [15].
These studies, alongside the current findings, reinforce
the idea that the flipped classroom fosters an
environment conducive to the development of various
language skills, moving beyond passive reception to
active production and application. The large effect size
(eta_p2=0.731) observed in this study further
emphasizes the practical significance of the flipped
classroom's impact, suggesting it is not just statistically
significant but yields a substantial improvement in
learning outcomes [2].
The theoretical underpinnings of the flipped classroom,
as articulated by Bergmann and Sams (2012) [7],
emphasize student autonomy and active learning. By
requiring students to engage with content prior to
class, the flipped model shifts responsibility for
foundational learning to the students themselves,
thereby promoting self-directed learning and
preparation. This pre-class engagement allows in-class
time to be dedicated to higher-order thinking activities,
problem-solving, and collaborative tasks, which are
essential for developing communicative competence in
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English [13]. Hsieh, Wu, and Marek (2017) also
highlighted how the flipped classroom enhances EFL
learning by providing more opportunities for
interaction and personalized feedback [13].
4.2. Practical Implications for English Language
Teaching in Hajjah Province
The significant positive impact observed in this study
carries several crucial practical implications for English
language teaching in Hajjah Province and potentially
other similar contexts in Yemen.
•
Enhanced Student Achievement: The most
direct implication is the potential for improved student
achievement in English language skills. Educators in
Hajjah Province should consider adopting the flipped
classroom strategy to enhance their students'
proficiency across various language domains.
•
Increased
Student
Engagement
and
Motivation: Although not directly measured by an
attitude scale in this study, the nature of flipped
learning, with its interactive in-class activities, often
leads to increased student engagement and motivation
[4, 8]. This can be particularly beneficial in contexts
where traditional methods may struggle to capture
student interest.
•
Optimized Classroom Time: By moving lectures
outside the classroom, teachers can maximize in-class
time for communicative activities, differentiated
instruction, and addressing individual student needs.
This allows for more targeted intervention and
personalized learning experiences, as suggested by
Lage, Platt, and Treglia (2000) [14].
•
Teacher
Professional
Development:
Implementing the flipped classroom requires a shift in
pedagogical approach for teachers. Therefore,
professional development programs should be
designed to train English language teachers in Hajjah
Province on how to effectively design pre-class
materials, facilitate active learning in class, and manage
a technology-integrated classroom. This includes
guidance on creating engaging video content and
utilizing online resources.
•
Resource Allocation: While the flipped
classroom can be low-cost (e.g., using free online tools
or simple video recording), ensuring equitable access to
pre-class materials (e.g., through school computer labs,
shared devices, or offline distribution) is vital,
especially
in
regions
with
limited
internet
infrastructure. Policymakers should consider investing
in accessible technological resources to support such
initiatives.
4.3. Limitations of the Study
Despite its significant findings, this study has several
limitations that warrant consideration:
•
Sample Size and Generalizability: The study
was conducted with a relatively small sample size from
a single school in Hajjah Province. While the results are
compelling for this specific context, caution should be
exercised when generalizing findings to all secondary
schools in Hajjah Province or other regions of Yemen.
•
Duration of Intervention: The eight-week
intervention period, while sufficient to observe an
impact, may not fully capture the long-term effects or
sustained benefits of the flipped classroom strategy.
•
Specific Skills Focus: While the achievement
test covered multiple English language skills, a more
granular analysis focusing on the impact on individual
skills (e.g., listening, speaking, reading, writing) could
provide deeper insights.
•
Teacher Variable: Although the same teacher
taught both groups to control for teacher bias, the
teacher's familiarity and comfort with the flipped
classroom model
could
have
influenced its
implementation.
•
Lack of Affective Measures: This study focused
solely on achievement. Future research could include
measures of student attitudes, motivation, and
engagement towards the flipped classroom, as these
affective factors often play a crucial role in learning
outcomes [4, 8].
•
Contextual Factors: The specific socio-
economic and educational context of Hajjah Province,
including resource availability and student access to
technology, may influence the replicability of these
findings in different settings.
4.4. Suggestions for Future Research
Based on the findings and limitations of this study,
several avenues for future research are suggested:
•
Longitudinal Studies: Conduct longer-term
studies to assess the sustained impact of the flipped
classroom on English language achievement and
retention over multiple academic terms or years.
•
Broader Sample and Contexts: Replicate this
study with larger and more diverse samples across
multiple schools and different provinces in Yemen to
enhance the generalizability of the findings.
•
Qualitative
Investigations:
Incorporate
qualitative methods (e.g., interviews, focus groups with
students and teachers) to gain deeper insights into
their perceptions, experiences, challenges, and
preferences regarding the flipped classroom. This could
reveal nuances not captured by quantitative measures
[14].
•
Specific Skill Focus: Conduct studies that
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International Journal Of Literature And Languages (ISSN: 2771-2834)
specifically investigate the impact of the flipped
classroom on individual English language skills (e.g., a
dedicated study on speaking proficiency or critical
reading skills).
•
Teacher Training Effectiveness: Research the
most effective professional development models for
training teachers to implement the flipped classroom in
EFL contexts, particularly in resource-constrained
environments.
•
Technology Access and Equity: Explore the
challenges and solutions related to ensuring equitable
access to technology and digital resources for all
students in flipped learning environments in
developing countries.
•
Comparative Studies: Compare the flipped
classroom
with
other
innovative
pedagogical
approaches (e.g., blended learning, project-based
learning) to determine relative effectiveness in EFL
contexts.
CONCLUSION
This study provides robust empirical evidence that the
flipped classroom strategy significantly enhances
secondary school students' achievement in English
language skills within Hajjah Province, Yemen. By
transforming the traditional learning paradigm, the
flipped classroom model fosters a more active, student-
centered, and engaging environment, leading to
demonstrably improved learning outcomes. The
substantial effect size observed highlights the practical
significance of this pedagogical innovation, suggesting
it offers a powerful alternative to conventional
teaching methods in EFL contexts.
The findings underscore the potential of flipped
learning to address some of the persistent challenges
in English language education, particularly in regions
striving for educational reform and improved student
proficiency. While careful consideration of contextual
factors and resource allocation is necessary for
successful implementation, the flipped classroom
emerges as a highly promising and effective strategy for
cultivating essential English language skills among
secondary school students. This research serves as a
valuable contribution to the growing div of literature
on flipped pedagogy, offering a compelling case for its
broader adoption and further investigation in similar
educational landscapes.
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