EFL College Students’ Affective Experience in TOEIC Grammar Learning through Flipped Learning: A Case of Low-Level Learners

Abstract

The purpose of this study aims to investigate the effects of flipped learning method on low-level EFL college students’ grammar skills in general English courses. In addition, it aims to compare with students’ affective experiences between flipped group and traditional group. For this purpose, an experimental group was led by the flipped class while a control group was led by the traditional teacher-centered class. Both participants conducted pre- and post-test focused on TOEIC grammar and surveys related to their affective experiences. Additionally, the experimental group was asked to answer another survey regarding their perceptions about flipped learning. The results showed a slight increase on the grammar score and a statistically significant difference in the flipped class, but a nominal improvement. In addition, the mean of the positive experiences in the experimental group was slightly higher than that of the control group. In particular, learners in the flipped class perceived that supplemental grammar videos for low-level students were helpful and satisfying. However, participants’ watching frequency was not high and they perceived that watching grammar videos in advance made some students feel burdened and tiresome because of fatigue of consistent online lectures during the COVID-19 pandemic.