Revolutionizing English Language Education: Bridging Listening Skill Gaps through the Flipped Classroom Approach in the 2020 Curriculum of Pakistan
DOI:
https://doi.org/10.5281/zenodo.12598589Keywords:
Single National Curriculum, Listening Skills, Flipped ClassroomAbstract
Purpose: This article explores the incorporation of the Flipped Classroom Approach in English language teaching, specifically addressing the deficit in listening skill development among second language learners within the curriculum initiated in 2020 in Pakistan. The curriculum lacks a dedicated focus on listening skills, posing a challenge to comprehensive language proficiency.
Design/Methodology/Approach: To mitigate this, the Flipped Classroom model is proposed as a solution, offering students exposure to authentic audio materials and native speaker input to enhance their listening comprehension skills. The study advocates for a qualitative research design, encompassing classroom observations, student interviews, and pre- and post-intervention assessments, to thoroughly analyze the impact of the Flipped Classroom approach on students' listening abilities.
Findings: The research findings not only provide valuable insights for educators but also offer guidance to policymakers, contributing to the enhancement of English language education and fostering holistic language development.
Implications/Originality/Value: Future recommendations suggest exploring the scalability of the Flipped Classroom model across diverse educational settings and continual research for the ongoing refinement and optimization of language education practices within the framework of the curriculum initiated in 2020.
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