This study explores and describes the effect of implementing an adapted flipped classroom model version when preparing 29 undergraduate students for a Cambridge PET examination in an online learning environment. The specific research objective was to analyze the students' English proficiency level improvement through an online course. The study used a quantitative design method; an online pre and a post-intervention exam were used to collect data based on listening, reading and writing skills. The focus of this presentation will be on the listening skill section. Finally, a statistical report of what percentage of students were more likely to pass an Official Cambridge PET examination will be presented. The Pre-Post intervention exam was scored over 10 points being 7 the minimum acceptable grade. Results showed that 34,49% obtained passing grades in the Pre-intervention exam; and 51,73% obtained passing grades in the Post-intervention exam. The effect size of the Pre and Post-intervention exam was of 0.22 with a 9%ile gain which means there was a modest effect. In conclusion, more than 50% of the students demonstrated they would be likely to pass an official Cambridge B1 or intermediate level examination after the intervention. However, there were important aspects to consider that could improve the effect of this innovation on learners.
Hugo Velasco, Casa Grande University, Ecuador
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