Abstract:
The study aim (1) to develop debate instruction in a flipped learning environment, (2) to investigate the effects of students’ English speaking ability after implementing the debate instruction in a flipped learning environment, (3) to investigate the effects of students’ critical thinking skills after implementing debate instruction in a flipped learning environment, (4) and to investigate the students’ opinion towards using debate instruction in a flipped learning environment. Twenty-four high school students in English programs in Bangkok were chosen as the sample group. The findings revealed that 1) there was a significant improvement of the participants’ English speaking ability after taking DIFLE, 2) there was a significant improvement of the participants’ critical thinking skills after taking DIFLE, 3) the students had positive opinions towards debate instruction in a flipped learning environment. This research provides empirical evidence for the effectiveness of flipped learning environment and gives useful insights for future students, teachers, and institutions in teaching speaking English.
