Examining the influence of a flipped classroom approach on the grammar performance of EFL learners: An empirical investigation

Abstract

The purpose of this study was to examine the efficiency of a flipped classroom approach to enhance grammar skills among undergraduate English as a foreign language (EFL) student. The research was conducted at Qassim University in Saudi Arabia, with a sample of 44 participants from the Department of English Language and Translation. The participants were divided into two groups, experimental and control, with each group consisting of 22 students. The experimental group received 12 weeks of instruction using online video lectures and materials for learning English grammar, while the control group received traditional classroom instruction. The experimental group also engaged in activities such as presentations, role plays, and discussions during class time. Data was collected through a pre-test, a post-test, and an attitudinal questionnaire administered to the experimental group at the end of the study. The results of the post-test indicated that the experimental group performed significantly better than the control group (p < 0.05). Additionally, the questionnaire results revealed that the students had positive attitudes towards the flipped approach and found it to be engaging and effective. These findings suggest that the flipped classroom approach could be implemented for other language skills and sub-skills to enhance the learning experience of EFL students.