Impact of WhatsApp-Integrated Flipped Learning on Developing English Speech Acts of Requests: Students' Performance, Perception, and Acceptance

Abstract

The paucity of studies that examine the effects of flipped learning on the development of speech acts of requests reflects a gap in the research. The research aimed to scrutinize the impact of flipped learning on the development of speech acts of request production among English as a foreign language (EFL) learner in Indonesia. 64 EFL learners were assigned to two groups: a flipped group and a control group. These students, comprising classes A and B, achieved the highest scores on the Test of Standard English (TSE). The participants in the flipped group received their course material through the WhatsApp app before attending class. During the in-class learning sessions, they honed their speech act of requests and improved their communicative proficiency. To assess their level of speech acts of requests and communicative ability, pre-and post-tests were conducted using the Discourse Completion Test (DCT). Additionally, self-report surveys and a Technology Acceptance Model (TAM) questionnaire were used to gauge the learners' perceptions and acceptance of flipped learning. The results showed that the flipped group had higher post-test scores and greater engagement in learning activities compared to the control group. Participants in the flipped group appreciated the use of digital platforms through the WhatsApp application for learning and had a positive perception of the flipped learning activities. The results add to the literature on English communicative competence, particularly speech acts of requests, through the use of technology-based tools in a flipped learning setup