A Study on Flipped Learning Based Presentation Activities for EFL College Students’ Speaking Classes

다국어 초록 (Multilingual Abstract)

This study investigates the changes in English-speaking abilities and their perceptions of communication competence among EFL college students through presentation activities based on flipped learning. Forty-four students participated in these activities over 15 weeks. The participants engaged in pre-learning by watching pre-recorded video lectures on course content and completed tasks through interactions in groups during class sessions. They then recorded video rehearsals of their presentations, submitted them to the instructor for feedback, and delivered their final presentations to the entire class. The results showed that the participants’ English-speaking abilities improved, with the most significant gains in fluency, followed by complexity and accuracy. Additionally, their perceptions of communication competence also improved. Scores increased across all subcategories of communication competence, including active listening and understanding, understanding subject, mutual understanding, consideration, and question-and-answer skills. Notably, the greatest improvement was seen in consideration, followed by understanding subject. These findings suggest that flipped learning-based presentation activities are effective in enhancing English-speaking abilities and positively influence students’ perceptions of their communication competence.