On the Effectiveness of Using Flipped Classroom in Teaching Grammar to Iranian Advanced Students of ELT

Subject Areas : Research in English Language Pedagogy

Seyyed Pedram Allahveysi ¹ , Mohammad Aliakbari ²

1 - Department of English language and literature, Faculty of social sciences, University of Ilam, Ilam, Iran
2 - Department of English language and literature, Faculty of social sciences, University of Ilam, Ilam, Iran

Received: 2021-06-04 Accepted : 2021-08-25 Published : 2021-12-01

Keywords: flipped classroom, EFL students, grammar, EFL Classrooms, Computer Assisted Language Learning,

Abstract :

This paper aimed to investigate the impact of employing flipped classrooms in teaching grammar on Iranian advanced EFL students through an experimental research design. Two groups were created on Skype application. The groups of the participants were grouped via tossing a coin. There were 20 participants in each group. Both groups received instructions through Skype. They also had groups on Telegram, Signal, and WhatsApp to receive assignments for the members of the control group and instructions for the inverted classroom. The members of the control group received the instruction traditionally on Skype, whereas, the participants of the experimental group received the instruction in an inverted approach. Statistical test of ANCOVA was employed to investigate the differences among the participants after the 20th session to analyze the data. The results showed that learners who received instructions through the flipped classroom could outperform the control group in grammar achievement and accuracy.

References:

Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning, 14(9).

Abaeian, H., & Samadi, L. (2016). The effect of the flipped classroom on Iranian EFL learners’ L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295-304.

Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2017). Indonesian EFL students’ perceptions on the implementation of flipped classroom model. Journal of Language Teaching and Research, 8(3), 476.

Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students' listening comprehension. English Language Teaching, 9(9), 166-178.

Al-Ghamdi, M., & Al-Bargi, A. (2017). Exploring the application of flipped classrooms on EFL Saudi students’ speaking skill. International Journal of Linguistics, 9(4), 28-46.

Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students' performances and attitudes. English Language Teaching, 9(10), 60-80.

Al-Naabi, I. S. (2020). Is It Worth flipping? The impact of the flipped classroom on EFL students' grammar. English Language Teaching, 13(6), 64-75.

Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford university press.

Du, Y. (2020). Study on cultivating college students' English autonomous learning ability under the flipped classroom model. English Language Teaching, 13(6), 13-19.

Girmen, P., & Kaya, M. F. (2019). Using the flipped classroom model in the development of basic language skills and enriching activities: digital stories and games. International Journal of Instruction, 12(1), 555-572.

Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of the flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293.

Fathi, J., & Rahimi, M. (2020). Examining the impact of the flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer Assisted Language Learning, 1-39.  DOI: 10.1080/09588221.2020.1825097

Lee, B. (2017). TELL us ESP in a flipped classroom. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4995-5007.

Li, S., & Suwanthep, J. (2017). Integration of flipped classroom model for EFL speaking. International Journal of Learning and Teaching, 3(2), 118-123.

Mohammadi, J., Barati, H., & Youhanaee, M. (2019). The effectiveness of using flipped classroom model on Iranian EFL learners' English achievements and their willingness to communicate. English Language Teaching, 12(5), 101-115.

Soltanpour, F., & Valizadeh, M. (2018). A flipped writing classroom: Effects on EFL learners’ argumentative essays. Advances in Language and Literary Studies, 9(1), 5-13.

Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314

Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18(2), 159-187.

Tsai, Y. R. (2019). Promotion of learner autonomy within the framework of a flipped EFL instructional model: Perception and perspectives. Computer Assisted Language Learning, 1-32.

Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts?. CATESOL Journal, 28(1), 39-67.

Yavuz, F., & Ozdemir, S. (2019). Flipped classroom approach in EFL context: Some associated factors. World Journal on Educational Technology: Current Issues, 11(4), 238-244.

Yesilçinar, S. (2019). Using the flipped classroom to enhance adult EFL learners' speaking skills. PASAA: Journal of Language Teaching and Learning in Thailand, 58, 206-234.