![]() A FGD was further conducted to reveal the students' attitudes about the practice of flipped learning and the results indicated that they positively perceived the implementation of the teaching model in English for Accounting class. Drawing on a Discourse Completion Test (DCT) and Focus Group Discussion (FGD), the results portrayed that there was a significant difference between the results of pre-test and post-test on DCT, meaning that the students' pragmatic competence significantly improved after participating in the flipped learning instruction. This pre-experimental study was conducted in ten meetings by involving 36 English for Accounting students of a public university in Surakarta Indonesia as the participants. Hence, this study examines the impact of flipped learning instruction on pragmatic competence of a group of English for specific purposes students, i.e. ![]() Integrating digital technologies in English teaching activities is a prerequisite to enhance learning efficacy and achieve the goal of English communicative competence. ![]() ![]() Nowadays, English language teaching is the witness of advanced Information and Communication Technology (ICT). ![]()
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