Enhancing EFL Oral Proficiency through Video-Based Tasks Implemented in a Flipped Classroom

Abstract

This study investigates patterns associated with the integration of video-based tasks within a flipped classroom model grounded in task-based language teaching (TBLT) in relation to English as a foreign language (EFL) learners’ speaking fluency, accuracy, and engagement. TBLT emphasizes meaning-focused, real-world tasks that encourage authentic communication and learner autonomy. The study involved 50 Indonesian university students enrolled in an advanced speaking course. Over 6 weeks, participants engaged with TED Talk videos outside the classroom and completed structured in-class speaking tasks aligned with TBLT principles. Quantitative findings showed observable differences between pre- and post-participation assessments, with gains in fluency (+1.56) and accuracy (+1.36) based on CEFR-aligned assessments and paired-sample t -tests ( p < .001). Given the one-group pre-test/post-test design, these differences are interpreted as observed patterns following participation rather than evidence of direct instructional effects. Emotional engagement, defined as learners’ interest, motivation, and confidence, showed a stronger observed association with speaking performance ( r = 0.81) than behavioral engagement. Qualitative data from classroom observations and student reflections frequently referred to greater confidence, more spontaneous interaction, and evidence of self-monitoring during speaking activities. Spontaneity was reflected in reduced reliance on memorized scripts, more natural pausing, and context-responsive speech during task performance. Overall, participation in video-integrated flipped TBLT was associated with observable differences in speaking performance and learner engagement over time. Given the one-group pre-test/post-test design, these findings are interpreted as participation-related patterns rather than evidence of direct instructional effects in EFL contexts.