Effect of Gallery Walk Classroom (GWFC), on English Language Acquisition among Diploma Learners.

Abstract

This study aimed to investigate the Effect of Gallery Walk Flipped Classroom (GWFC) on English Language Acquisition among Diploma Learners. The study utilised a quasi-experimental design with pre and post-tests to compare the performance of the experimental group and control groups. The experimental group received GWFC treatment for four weeks, while the control groups received standard flipped and traditional teaching. Data were collected through pre and post-tests. The results were analysed and compared using nonparametric tests as the sample size is less than 30 in each classroom. Pre and post-test scores were collected as quantitative data to evaluate the learning achievement. The findings showed that the GWFC group outperformed the control group regarding English language acquisition, in which the GWFC learners scored significantly higher compared to standard flipped classrooms (FC) and traditional classrooms (TC). There is a significant difference in achievement means between before and after the treatment for the GWFC. The study concludes that the GWFC approach can effectively promote English language acquisition among diploma learners. The study recommends that educators consider implementing GWFC in their classrooms to enhance English language acquisition among their learners. Thus, it can be said that GWFC instruction had a large effect on language acquisition among diploma learners. Implications, limitations, and directions for future research follow the findings.