A STUDY ON THE IMPACT OF FLIPPED CLASSROOM TEACHING MODEL ON THE COMPREHENSIVE LANGUAGE APPLICATION ABILITY OF STUDENTS IN THE COLLEGE ENGLISH COURSE AT GUANGXI UNIVERSITY

บทคัดย่อ

The objectives of this study are: 1) to investigate the impact of the flipped classroom teaching model on students’ comprehensive language application ability in a College English course at Guangxi University; 2) to examine the effectiveness of pre-class, in-class, and post-class instructional stages in improving English proficiency; 3) to identify moderating factors such as learner autonomy, feedback timeliness, and technological conditions; and 4) to provide pedagogical recommendations for optimizing the flipped classroom model in higher education English instruction. This research adopts a quasi-experimental design. The population consists of undergraduate students majoring in early childhood education at Guangxi University, and the sample comprises 80 participants, divided equally into an experimental group (flipped instruction) and a control group (traditional instruction) selected through purposive sampling. Data were collected using standardized language proficiency tests, self-assessment scales, and student questionnaires, and analyzed through descriptive statistics, paired-sample t-tests, and independent-sample t-tests.

          The research results show that: 1) students in the flipped classroom significantly outperformed those in traditional instruction in post-test results; 2) the flipped approach enhanced reading, listening, and writing abilities through active engagement and feedback; 3) learner autonomy and teacher feedback positively influenced performance; and 4) excessive pre-class workload and unstable technology negatively affected outcomes. The study concludes that the flipped classroom model effectively enhances comprehensive English proficiency by promoting student-centered, interactive, and feedback-driven learning. The recommended strategies include improving technological support, designing balanced pre-class tasks, and strengthening teacher–student feedback mechanisms to maximize instructional effectiveness.