Flipped Classroom, Task-Based Learning, and the Teaching of Oral English in Senior Secondary Schools in Rivers State.

1. Introduction 1.1 Background of the Study 1.2 Statement of the Problem 1.3 Objectives of the Study 1.4 Research Questions 1.5 Significance of the Study 2. Literature Review 2.1 Overview of Flipped Classroom 2.2 Task-Based Learning in Education 2.3 Teaching Oral English 2.4 Rivers State's Educational Context 2.5 Previous Studies and Findings 3. Theoretical Framework 3.1 Constructivist Learning Theory 3.2 Communicative Language Teaching 3.3 Task-Based Language Teaching 3.4 Models in Flipped Classroom 3.5 Relevance to Oral English 4. Research Methodology 4.1 Research Design 4.2 Population and Sample 4.3 Data Collection Techniques 4.4 Data Analysis Methods 4.5 Ethical Considerations 5. Implementation of Flipped Classroom 5.1 Curriculum Design and Structure 5.2 Technological Resources and Tools 5.3 Classroom Management Strategies 5.4 Role of Teachers and Students 6. Task-Based Learning Strategy 6.1 Designing Effective Language Tasks 6.2 Assessment and Feedback Mechanisms 6.3 Aligning Tasks with Learning Goals 6.4 Student Engagement and Motivation 7. Teaching Oral English Skills 7.1 Promoting Communication Competence 7.2 Interactive Classroom Activities 7.3 Addressing Common learner Challenges 7.4 Role of Pronunciation and Fluency 8. Discussion and Conclusion 8.1 Summary of Findings 8.2 Implications for Educators 8.3 Limitations of the Study 8.4 Recommendations for Future Research 8.5 Concluding Remarks