FLIPPED LEARNING AS AN ENGLISH COMMUNICATIVE SKILL DEVELOPMENT TOOL FOR EFL LEARNERS IN THAILAND Hambalee Jehma To acquire and master English communicative skills among ASEAN EFL learners, namely Thai students who are generally forced to study English as a prerequisite curriculum requirement, an effective blended pedagogy to bring the EFL learners productive outcomes is needed. The study has implemented a flipped classroom teaching methodology to facilitate the 40 Thai university students master their English skills. They have been asked to master their English skills by typically interacting with the English contents in the video posted on-line via the free classroom management website, www.classtart.org. So that they can either reach the information via the computer or using their mobiles before having discussions and practices in the next following class. These methodologies aim to investigate if the pedagogy is effective with high satisfaction. The students have been also asked to take the first and the second TOEIC examinations at the beginning and at the end of the second semester before they have been monitored and analyzed their English communicative skills from the two scores. The findings confirmed that they were really satisfied with the course instructed with the high average score of 3.89 out of 5.00 or 77.80 percent. The students had shown some improvement in English communicative skills proved by the two different over all scores confirmed by the significant difference of the t-test score =
