Exploring the Transformed Landscape of Grammar Learning in Language Education: Unveiling Teaching Insights through Harnessing the Flipped Classroom Approach's Potential

Abstract

The paper explores the potential of the flipped classroom model in language education, specifically for teaching grammar. The flipped model shifts traditional teaching by moving direct instruction outside class, allowing more engaging in-class activities. It also reverses teaching, putting direct instruction before class and interactive learning during class. It may stand language instructors in good stead, for it enhances engagement and comprehension. This experiment investigates its implementation, benefits, challenges, and impact on grammar learning outcomes. Notable among the challenges posed by this model, if instructors opt to avail themselves of its mechanisms, are technological barriers, including limited access to high-speed internet and a lack of compatible hardware. The study comprises an illustrative analysis that applies the model to instructing subject-verb agreement through pre-class activities, video content, quizzes, games, and essay assignments. The results palpably demonstrate an improved understanding and practical application of grammar. The flipped classroom offers transformative opportunities for language education, needing careful preparation and addressing tech challenges. It attempts to affect a qualitative leap in learning by using technology for content delivery and focusing on interactive in-class activities.