The effect of English teaching enriched with interactive videos based on flipped classroom model on listening skills

Listening skill is the least researched skill and the most neglected by teachers, and accordingly, the skill that students have the most difficulty in educational activities. The main problems to develope listening skills are students' lack of control over the speed of the speaker, inability to ask for repetition, inadequate vocabulary, inability to understand clues and implications, inability to interpret quickly what is heard, lack of attention, teaching processes and learning habits that do not support the development of listening skills. In order to overcome these problems, the possibilities of technology can be utilized and out-of-school time can be included in the teaching process. But, the Flipped Classroom model offers educators these opportunities. However, it is almost impossible for the teacher to know if the students watched the video carefully or just opened the video and was interested in other things. But at this point, interactive videos are a great solution to this problem because the teacher can know exactly how much time each student spent and its quality. The aim of this study is to examine the effect of an English lesson supported by interactive videos based on the filipped model on listening skills. Thisstudy was conducted for 6 weeks in a quasi-experimental design with pretest-posttest control groups. The lessons in the control group were taught in accordance with the flipped classroom model, while the lessons in the experimental group were carried out in accordance with the flipped classroom model enriched with interactive videos. During the study, the contents on the Education Information Network (EBA) was utilized. The listening texts in the textbooks and workbooks on EBA were enriched with videos on the free online graphic design tool Canva. The videoized listening texts were added to the lecture videos prepared by the researcher. The finalized course contents were shared interactively for the experimental group and non-interactively for the control group via Edpuzzle. A listening skills test consisting of 23 questions was developed by the researcher as pretest-posttest. The item difficulty index of the listening skills test was calculated as 0.64 and the discrimination index was calculated as 0.58. The KR-20 value of the internal consistency of the test was calculated as 0.89. As a result of the analysis, due to the normal distribution of the groups, dependent groups t-test and independent groups t-test, which are parametric tests, were used to analyze the data. The study group of the research consisted of the students of two 5th grade classes in the 2023-2024 academic year. One of the classes was assigned as the control group and the other as the experimental group. The experimental group and the control group consisted of 39 students each. At the end of the study, when the groups were compared according to their test results from the listening skills test, significant results were found in favor of the experimental group. Keywords: Flipped Classroom, Interactive videos, Edpuzzle