Effects of flipped teaching method integrated with corrective feedback on EFL learners' grammar learning and retention

Abstract

This study investigates the effects of the flipped teaching method (FTM) while using two types of corrective feedback (CF), explicit and implicit. A total of 80 Iranian EFL learners participated in the study. Of the participants, 40 studied grammar using the FTM, and the other 40 in a traditional manner. Each group was divided into two groups of 20 receiving different types of CF (explicit vs. implicit). The data were collected over time through three achievement tests (pre-intervention, post-intervention, and 3-week follow-up). A split-plot analysis of variance (SPANOVA) revealed a significant main effect for time and feedback types in the flipped classes. In the traditional classes, although time had a significant impact, the effect of feedback type was not significant. In terms of the integrated effect of feedback and method, it was found that flipped teaching integrated with explicit feedback was beneficial, yielding a significant improvement in students' grammar learning and retention over time.