Abu El-Magd, M. (2022). Integrating Modeling into Flipped Classroom for Developing Students’ English Pronunciation Skills at High Institutes for Tourism and Hotels. CDELT Occasional Papers in the Development of English Education, 79(1), 347-378. doi: 10.21608/opde.2022.265699
Mohammad Abu El-Magd Mohammad Abu El-Magd. "Integrating Modeling into Flipped Classroom for Developing Students’ English Pronunciation Skills at High Institutes for Tourism and Hotels". CDELT Occasional Papers in the Development of English Education, 79, 1, 2022, 347-378. doi: 10.21608/opde.2022.265699
Abu El-Magd, M. (2022). 'Integrating Modeling into Flipped Classroom for Developing Students’ English Pronunciation Skills at High Institutes for Tourism and Hotels', CDELT Occasional Papers in the Development of English Education, 79(1), pp. 347-378. doi: 10.21608/opde.2022.265699
Abu El-Magd, M. Integrating Modeling into Flipped Classroom for Developing Students’ English Pronunciation Skills at High Institutes for Tourism and Hotels. CDELT Occasional Papers in the Development of English Education, 2022; 79(1): 347-378. doi: 10.21608/opde.2022.265699
Integrating Modeling into Flipped Classroom for Developing Students’ English Pronunciation Skills at High Institutes for Tourism and Hotels
This research aimed to develop students’ English pronunciation skills at High Institutes for Tourism and Hotels. The research design was one group pre and post-test quasi-experimental design. Participants were 45 1st year students at Egoth High Institute for Tourism and Hotels in Ismailia so that 15 1st year students were nominated from each of the three departments (Touristic Guidance, Touristic Studies and Hotel Studies). In fulfillment of their future careers’ basic needs, a proposed elementary pronunciation course was developed and implemented by integrating modeling as a useful instructional strategy for practical skills into flipped classroom. Four instruments were developed, validated and implemented by the researcher: 1) Online Needs Assessment Questionnaire to identify the required pronunciation skills, 2) Micro Pronunciation Test, 3) Macro Pronunciation Test and 4) Open Interviews with the participants by the end of experimentation. The findings revealed that the proposed integrated pedagogy had a significant positive effect on the 1st year students’ English pronunciation skills at Egos High Institute for Tourism and Hotels in Ismailia.
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