A Quasi‑Experimental Examination of a WebQuest‑Based Flipped Classroom Model on EFL Learners’ Critical Thinking and Listening Comprehension Performance

Young Whitehead

doi:10.61227/bmcxhw52

Authors

Young Whitehead Hankuk University of Foreign Studies

DOI:

https://doi.org/10.61227/bmcxhw52

Keywords:

critical thinking, listening comprehension, Flipped classroom, WebQuest

Abstract

Listening comprehension is widely recognized as one of the most demanding skills for second or foreign language learners. As an innovative pedagogical tool combined with an inverted instructional design, the WebQuest‑based flipped classroom has the potential to enhance both learners’ critical thinking and listening comprehension abilities. To this end, the present study employed a mixed‑methods design to investigate the effects of this scaffolded, inquiry‑oriented approach on the critical thinking and listening skills of English as a foreign language (EFL) learners. Participants’ language proficiency was assessed using the DIALANG test. Critical thinking skills were measured with the California Critical Thinking Skills Test (CCTST) Form B, while listening comprehension was evaluated through IELTS‑based listening tasks. Furthermore, a semi‑structured interview based on Hung’s model was administered to explore learners’ perceptions and attitudes toward the WebQuest‑based flipped classroom. Quantitative data were analyzed using one‑way MANOVA and one‑way MANCOVA. The results indicated that the WebQuest‑based flipped classroom significantly outperformed the conventional face‑to‑face classroom on both the immediate post‑test and the delayed post‑test, while also requiring fewer instructional sessions to cover the same content. Thematic analysis of the qualitative data revealed predominantly positive perceptions among learners regarding the impact of the WebQuest‑based flipped classroom. The findings offer pedagogical implications for language teachers and researchers.

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