Synergizing Flipped Classroom Learning with Task-Based Techniques for Grammar Writing and Speaking Proficiency Development of Grade 10 Students

Abstract

This study investigated the effectiveness of integrating Flipped Classroom learning with Task-Based Language Teaching (TBLT) strategies in enhancing the grammar writing and speaking proficiency of Grade 10 students at Abra High School. Specifically, it aimed to determine: (1) the level of grammar writing proficiency before the intervention; (2) the level of grammar speaking proficiency before the intervention; (3) the level of grammar writing proficiency after the intervention; (4) the level of grammar speaking proficiency after the intervention; (5) whether a significant difference exists between the initial and final writing proficiency; (6) whether a significant difference exists between the initial and final speaking proficiency; (7) whether a significant difference exists between the post-test writing proficiency of students exposed to printed and digital modules; and (8) whether a significant difference exists between the post-test speaking proficiency of students exposed to printed and digital modules.

A pre-test–post-test quasi-experimental design was used involving 49 students. The intervention combined printed and digital DepEd Self-Learning Modules with video lesson links, supported by task-based activities. Data were gathered through validated tests and rubric-based assessments and analyzed using mean and paired sample t-test.

Results showed significant improvement in both writing and speaking proficiency. Accuracy emerged as the highest competency, while cohesion remained the lowest. Both printed and digital modules were effective, although digital modules showed slightly higher gains, with no significant difference in speaking. The study concludes that Flipped Classroom with TBLT enhances grammar proficiency, but cohesion requires more focused instructional support.