Impact of Think-Pair-Share (TPS) and Flipped Approaches on EFL Learners' Listening Comprehension

This research examined the effects of Think-Pair-Share (TPS) and flipped (FL) classroom strategies on enhancing listening skills among Iranian EFL learners. A quasi-experimental framework, employing a quantitative methodology with pre- and post-assessments, was implemented in this investigation. The sample comprised 120 EFL students chosen from the Islamic Azad University of Abadan via convenience sampling. Then, 90 EFL learners with preliminary English Test (PET) scores at the B1 level were identified as the participants of the study. The participants were randomly assigned to three groups: two experimental groups utilizing TPS and FL methodologies, and one control group (CG). To gather the data, the listening component of the International English Language Testing System (IELTS) was utilized as both the pretests and posttests. The TPS class received instruction on how to implement the approach in the experimental class, and the flipped experimental group was given the materials either online or offline. In addition, the control group (CG) received the instructions from their listening textbook. Quantitative data analysis, including normality and one-way ANOVA tests, was used to analyze the data. The results indicated that the FL and TPS approaches significantly enhance listening comprehension compared to the CG. However, the mean difference showed a great outperformance of FL over TPS. The conventional approach did not significantly affect learners’ listening comprehension. Moreover, the results indicated that there was no significant difference between the TPS and flipped methods. This study provides valuable insights into the effectiveness of the FL method in enhancing the listening comprehension of EFL learners.