2017

This study explores and describes the effect of implementing an adapted flipped classroom model version when preparing 29 undergraduate students for a Cambridge PET examination in an online learning environment. For this project, two research questions were established regarding students' improvement of their English proficiency level and their opinions of the use of an online course. It used a quantitative design method; an online pre and a post intervention exam was used to collect quantitative data to respond the first research question and a post-intervention online survey was used to collect and analyze data regarding the second research question. Finally, a report of what percentage of students are more likely to pass an Official Cambridge PET examination, and both a statistical report and a general evaluation report regarding students’ opinions are presented. The Pre-Post intervention exam was scored over 10 points being 7 the minimum acceptable grade. Results showed that 34,49% obtained passing grades in the Pre-intervention exam; and 51,73% obtained passing grades in the Post- intervention exam. The effect size of the Pre and Post-intervention exam was of 0.22 with a 9%ile gain which means there was a modest effect. In conclusion, more than 50% of the students demonstrated they would be likely to pass an official Cambridge B1 or intermediate level examination after the intervention. However, there are important aspects to consider that could improve the effect of this innovation on learners.