Abstract
The purpose of this study was to explore the effect of flipped learning on the acquisition of grammar in online educational settings by low proficiency Korean EFL learners. In order to examine whether flipped learning has a more positive effect on English grammar improvement than traditional instruction, the experimental group(n=38) received flipped learning lessons while the control group(n=42) received conventional lecture-centered teaching for 9 weeks. Grammar tests and questionnaires were given to the participants for data collection and the SPSS statistics was used for data analysis. The findings showed that 1) the grammar test scores in the flipped learning English classes were not statistically different from those of the conventional instruction class. However, 2) there was a tendency for flipped learning to be more effective in improving learners
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