Learning English grammar through flipped learning
This study examines the effect of flipped learning on English as a Foreign Language (EFL) learners’ grammar. One hundred thirty-two first year university students, from four intact Freshman English classes, were divided into a flipped learning group (FLG) and a traditional instruction group (TIG). The two groups followed a weekly two-stage process. The FLG started with the individual space: the time and place learners complete a given task. They then moved on to the group space. The TIG, however, started with the group space, and moved on to the individual space. The individual work occurred outside the classroom, whereas the group work occurred in class. The treatment period was over 10 weeks. The study focused on the extent to which language learners’ experience of flipped learning or traditional instruction reinforced their English grammar learning. To collect data, both the FLG and CIG were given pre- and post- grammar tests. In addition, the FLG was asked to complete a 16-item survey on their perceptions of learning grammar through flipped learning. Findings indicate that the flipped learning programme was more effective in teaching English grammar than traditional instruction. The results of the post-test reveal a statistically significant difference between the two groups, (t = 8.21, p < .001), with a large effect size (Cohen’s d = 1). In addition, the survey analysis revealed the FLG participants’ satisfaction with flipped learning in terms of online material, in-class discussions, and other benefits.
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