Designing a SPOC-Based Flipped Classroom Model for Behavioural and Social Engagement in EFL Listening

The pedagogical value of flipped learning depends not only on moving instructional content outside the classroom but also on how online and face-to-face learning are designed and connected to support student engagement. This is particularly relevant to EFL listening instruction, where sustained participation, repeated listening practice, meaningful interaction, and appropriate instructional support are important to the learning process. This study aimed to design and develop a Small Private Online Course (SPOC)-based flipped classroom model to support behavioural and social engagement in EFL listening instruction. Guided by the ADDIE framework, the model was systematically developed by drawing on engagement-related learning needs and theoretically informed design principles. The development process focused on translating these considerations into coherent learning activities across online and face-to-face settings. Four design principles were established: structured and self-paced pre-class learning, interactive and collaborative in-class learning, continuous scaffolding and feedback, and authentic and contextualised listening tasks. These principles were operationalised through three interconnected phases: pre-class preparation, in-class application and interaction, and post-class consolidation and reflection. Expert evaluation informed refinements in workload, task sequencing, instructional clarity, interaction, listening support, and connections across learning phases. Pilot testing further improved the practical usability of the SPOC learning environment. The resulting model provides a structured framework for integrating behavioural and social engagement into flipped EFL listening instruction. Rather than treating online and face-to-face learning as separate components, the model connects preparation, interaction, scaffolding, practice, and reflection across the learning cycle, providing a pedagogically coherent approach to the design of technology-supported EFL listening instruction.

SPOC-based flipped classroom; EFL listening; behavioural engagement; social engagement; instructional design

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