Implementation of Flipped Learning in Teaching Syntax Course from Digital Pedagogy Perspective: A Case Study of King Khalid University’s Students

Abstract

This study investigated the implementation of technology-enhanced models of flipped learning in teaching syntax courses to Saudi students majoring in English language bachelor’s degree. The study used a quasi-experimental design, including a control group and an experimental group. Additionally, the researchers designed a questionnaire to evaluate the outcome of using flipped learning in accomplishing the course objectives and students’ comprehension of the course. The findings display that the implementation of flipped learning in teaching syntax is more effective in terms of comprehension of the KKU specified material course properly and broaden syntax knowledge through searching and discussion aspects in terms of class discussion and presentational activities. Moreover, students reveal positive mental models, collaboration, positive interaction, and enjoyment of flipped learning. Hence, the students become researchers, and they change the class to a discussion platform and debating room. The study paper concludes that the integration of technology in teaching English courses should be implemented at KKU, and English instructors should be trained to use flipped learning in teaching English courses from a digital transformative perspective, copying with KKU’s orientation.