THE DEVELOPMENT OF ENGLISH SPEAKING ABILITY USING FLIPPED CLASSROOM WITH DUOLINGO FOR FIRST-YEAR VOCATIONAL CERTIFICATE STUDENTS
Keywords:
Flipped classroom, Duolingo application, Speaking ability, Vocational certificateAbstract
The objective of this research was to develop English speaking ability using the Flipped Classroom approach with the Duolingo application for first-year vocational certificate students. The aim was for the students to achieve a mean score of 70% or higher, with at least 70% of them meeting the prescribed criterion. The target group consisted of 38 first-year vocational certificate students in the Marketing Department during the first semester of the 2025 academic year at Theeraphada Technology College, Roi Et Province. The study was based on action research, which consisted of three action spirals. The research instruments included:
1) six lesson plans using the Flipped Classroom approach with the Duolingo application, covering 12 instructional periods; 2) a post-learning outcome record form; 3) teacher and student behavior observation forms; 4) a student interview form; 5) end-of-spiral English-speaking ability tests; and 6) an English-speaking ability test. Quantitative data were analyzed using descriptive statistics, including mean (x̄), standard deviation (S.D.), and percentage (%). Qualitative data were analyzed through content analysis. The study was conducted from the second semester of the 2024 academic year through the first semester of the 2025 academic year.
The findings revealed that the students obtained a mean English-speaking ability score of 19.75 (82.29% of the total score). Furthermore, 31 students (81.58%) met the prescribed criterion, exceeding the predetermined benchmark.
References
Al Fadda, H. A. (2020). The effectiveness of Duolingo application in improving Saudi EFL students’ English language vocabulary. Arab World English Journal (AWEJ), 11(4), 505–517
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
British Council. (2022). The future of English: Global perspectives.
British Council.Council of Europe. (2022). Common European Framework of Reference for Languages: Learning, teaching, assessment–Companion volume update. Council of Europe Publishing.
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96.
Khanom, K. (2024). The barriers in English speaking and listening of Thai teaching staff [Master’s independent study, Thammasat University].
Kemmis, S., & McTaggart, R. (1988). The action research planner. Geelong, Victoria: Deakin University.
Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.
Loewen, S., Isbell, D. R., & Spino, L. A. (2019). The effectiveness of Duolingo for language learning: A study of intermediate level learners of French and Spanish. Foreign Language Annals.
Ministry of Education, Thailand. (1999). Classroom learning models: Guidelines for developing learners in the new era. Chulalongkorn University Press. (In Thai)
Panich, V. (2013). Flipped classroom learning: An innovation for modern education. Thammasat University Press. (In Thai)
Penny, U. (1996). A course in language teaching: Practice and theory. Cambridge University Press.
Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study. City University of New York.
Wolvin, A. D., & Coakley, C. G. (1993). Listening. Dubuque, IA: Wm. C. Brownommunications.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Academic Journal Phranakhon Rajabhat University
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
"บทความวิชาการในวารสารฉบับนี้ ถือเป็นความรับผิดชอบของผู้เขียนเท่านั้น"
สงวนลิขสิทธิ์ตามพระราชบัญญัติลิขสิทธิ์
