Flipped instruction in Teaching Grammar: Is It Worth Trying?

Abstract

The field of education has undergone significant transformations in recent years, with innovative teaching methods and technologies emerging to enhance the learning experience. One such approach that has gained considerable attention is the flipped classroom (FC) model, which flips the traditional instructional structure by delivering direct instruction through online resources outside of class and utilizes in-class time for contextualized collaborative activities. This study explores the influence of such approach on EFL students’ attainment of English grammar and gauge their attitude towards such experience. A total of forty-one (n=41) students participated voluntarily in this study. Normally distributed into two groups, the experimental group was taught using FC instruction, while the control group was taught using traditional explicit instruction. A pre-test and a post-test were administered on both groups. The experimental group, further, received an online survey about their perceptions at the completion of the experiment. The results of the posttest show that the experimental group significantly outperforms the control group. Furthermore, the experimental group hold positive perceptions towards FL as it helps them to gain more confidence, engage in class activities, raise self-autonomy, and facilitate communication. The findings and implications drawn from the present study are essential for educators to make informed decisions when designing English grammar instruction to meet the diverse needs of learners.