A Case of Flipped Learning in a College Students’ Grammar Class

Abstract

This study aimed to examine the effects of the flipped learning approach in an EFL English grammar course and the perceptions of students’ experience in the flipped classroom. Twentyseven students majoring in English participated in flipped learning English classes for one semester. Grammar tests and a questionnaire were given to the participants. The results showed that the grammar test scores in the flipped learning English classes were higher than those of the regular class. Flipped learning appeared to be effective in improving EFL students’ grammar achievement according to the t-test result. In addition, the flipped learning classes were helpful due to the repetitive review and self-directed learning through online lessons. Despite the positive aspects of flipped learning which promoted the students’ learning motivation and class satisfaction, problems and -challenges were also reported.