Traditional Teaching Methodology Research Articles

INTEGRATING ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING: EXPLORING THE POTENTIAL AND CHALLENGES OF AI TOOLS IN ENHANCING LANGUAGE LEARNING OUTCOMES AND PERSONALIZED EDUCATION

This article delves into the dynamic field of integrating Artificial Intelligence (AI) into English Language Teaching (ELT), a burgeoning area of research with profound implications for educators and learners alike. It aims to unfold the complex interplay between innovative AI tools and traditional teaching methodologies, examining how the former can enhance language learning outcomes and personalize education. The article begins by evaluating the effectiveness of AI in language learning, exploring its role in areas such as vocabulary acquisition, grammar correction, and pronunciation. It highlights how AI’s adaptability and personalized learning paths can significantly benefit students with varied learning styles and needs. The discussion then shifts to the implementation challenges of AI in educational settings, including the need for robust infrastructure, teacher training, and the alignment of AI tools with curricular goals. A critical examination of the ethical and privacy implications of using AI in education follows, addressing concerns over data security, consent, and the potential for bias. The article also tackles the issue of cultural and linguistic inclusivity, stressing the need for AI tools to represent and accommodate the diverse linguistic landscape of global learners. Furthermore, it discusses the delicate balance between leveraging technology and retaining the essential human elements of teaching, suggesting ways to integrate AI tools without diminishing the role of traditional, interactive pedagogies. The article concludes by emphasizing the need for ongoing research and development to address the unresolved challenges and harness the full potential of AI in ELT. Through a comprehensive analysis and synthesis of current research, the article provides valuable insights for educators, policymakers, and developers looking to navigate the promising yet complex terrain of AI in language education.

Utilization of artificial intelligence in Outcome-Based Curriculum Evaluation and Development

The integration of artificial intelligence (AI) in education has revolutionized traditional teaching and learning methodologies, offering significant improvements in curriculum evaluation and development. This study explores the utilization of AI in the evaluation and development of an Outcome-Based Curriculum (OBC). AI technologies, including machine learning algorithms and natural language processing, are employed to analyze vast amounts of educational data, providing insights into student performance and curriculum effectiveness. The research highlights how AI can identify learning gaps, predict student outcomes, and recommend personalized learning paths, thereby enhancing the overall educational experience. By leveraging AI, educators can design more adaptive and responsive curricula that meet the dynamic needs of students and industry standards. The findings suggest that AI-driven tools not only streamline the evaluation process but also facilitate continuous curriculum improvement, ensuring that educational programs remain relevant and outcome-focused. This paper underscores the potential of AI to transform curriculum development practices, promoting a more efficient, data-driven approach to education that aligns with contemporary educational goals and outcomes.

Enhancing Learning of 3D Model Unwrapping through Virtual Reality Serious Game: Design and Usability Validation

Given the difficulty of explaining the unwrapping process through traditional teaching methodologies, this article presents the design, development, and validation of an immersive Virtual Reality (VR) serious game, named Unwrap 3D Virtual: Ready (UVR), aimed at facilitating the learning of unwrapping 3D models. The game incorporates animations to aid users in understanding the unwrapping process, following Mayer’s Cognitive Theory of Multimedia Learning and Gamification principles. Structured into four levels of increasing complexity, users progress through different aspects of 3D model unwrapping, with the final level allowing for result review. A sample of 53 students with experience in 3D modeling was categorized based on device (PC or VR) and previous experience (XP) in VR, resulting in Low-XP, Mid-XP, and High-XP groups. Hierarchical clustering identified three clusters, reflecting varied user behaviors. Results from surveys assessing game experience, presence, and satisfaction show higher immersion reported by VR users despite greater satisfaction being observed in the PC group due to a bug in the VR version. Novice users exhibited higher satisfaction, which was attributed to the novelty effect, while experienced users demonstrated greater control and proficiency.

The impact of the integration of digital platforms and active teaching strategies (Kahoot!) on the performance of Brazilian medical course students in the discipline of histology.

Teaching human histology is part of understanding the tissues of the human body and, therefore, it is part of the training curriculum of all health courses. The increase in technologies and active teaching methodologies has a positive impact on student learning, as it reduces the challenges present in the subject. Therefore, this work aimed to compare the performance of students in the histology discipline, when compared to traditional teaching methodology and its association with game-based learning and a basic histology teaching platform. Three classes of the medical course were selected between the years 2022 and 2023, each of which was separated into a group. One group did not have access to any platform, being called the Traditional Group (TG), a group that used Kahoot!, being called the Kahoot Group (KG), and a group that used the teaching platform, being called the Histoatlas Group (HG). Both KG and HG groups showed greater effectiveness in learning and improved performance, when compared to TG. These improvements in KG and HG were also highlighted as learning aids and easy to use. KG students performed better in the practical test when comparing groups. However, this difference was not observed in the students' averages. However, students pointed out the relevance of trying to improve the traditional teaching methodology. Therefore, this study points out that, even though the traditional teaching methodology is efficient in the student's teaching and learning process, there is a need on the part of students to make the subject more dynamic.

Practice and Exploration of University English Teaching Reform Based on Virtual Reality Technology

The university English teaching, the integration of virtual reality (VR) technology represents a groundbreaking frontier poised to revolutionize traditional pedagogical approaches. As education evolves to meet the demands of a digital age, incorporating immersive technologies like VR offers transformative opportunities to enhance learning experiences and outcomes. In the dynamic landscape of university English teaching, the integration of cutting-edge technologies like Augmented Virtual Feature Classification (AVFC) heralds a transformative era of pedagogical innovation. AVFC represents a pioneering approach that harnesses the power of virtual reality (VR) technology to reshape traditional teaching methodologies. By leveraging the power of VR, AVFC redefines traditional teaching methodologies by immersing students in virtual environments enriched with augmented features. These features augment the learning experience by providing interactive elements, visual aids, and simulated scenarios tailored to enhance language learning. The implementation of AVFC has yielded remarkable results, demonstrating its effectiveness in driving positive learning outcomes. By immersing students in virtual environments enriched with augmented features, AVFC offers an unprecedented level of engagement and interactivity in language learning. AVFC implementation has demonstrated a 30% increase in student engagement and a 25% improvement in language proficiency compared to conventional teaching methods, highlighting its effectiveness in driving positive learning outcomes.

A Blended Teaching Model of College English Based on Deep Learning

Blending traditional face-to-face instruction with online learning components, this model aims to enhance student engagement and improve learning outcomes. This paper introduces a novel blended teaching model for college English courses, integrating Conditional Random Field (CRF) techniques with deep learning frameworks. Blended learning, combining traditional face-to-face instruction with online learning components, has gained traction in higher education for its potential to enhance student engagement and learning outcomes. CRF blended teaching integrates the principles of conditional random fields, a powerful probabilistic graphical model, with traditional teaching methodologies to enhance learning outcomes. Unlike conventional teaching approaches that often rely on linear or static instructional methods, CRF blended teaching embraces a more dynamic and adaptive framework. By leveraging CRF, which models the dependencies between different instructional variables, educators can design personalized learning experiences tailored to individual student needs and learning styles. This approach enables the seamless integration of diverse instructional modalities, including face-to-face instruction, online resources, and interactive learning activities. The proposed model CRF algorithms to effectively capture the sequential dependencies inherent in language learning tasks, such as sentence parsing and part-of-speech tagging. By integrating deep learning architectures, including recurrent neural networks (RNNs) and transformers, model with large-scale linguistic corpora to improve accuracy and generalization. The model achieves a 15% increase in students' English proficiency scores and a 25% improvement in comprehension compared to traditional teaching methods, underscoring its effectiveness in enhancing learning outcomes.

Enhancing English Language Review Sessions with Concept Mapping: A Junior Middle School Study

This study delves into the effectiveness of concept mapping as a pedagogical tool in the context of junior middle school English education. It contrasts the traditional review methods commonly employed in the classroom with innovative, visual learning strategies, specifically focusing on the use of concept maps. Through a carefully structured quasi- experimental design, the research was conducted across two parallel classes, enabling a controlled comparison between traditional teaching methodologies and the concept mapping approach. The primary aim was to assess the impact of concept mapping on students' academic performance, particularly in areas such as vocabulary acquisition, grammar understanding, and text comprehension skills. Additionally, the study sought to evaluate how concept mapping influences student engagement and enthusiasm for learning English. The findings from this research are quite revealing, demonstrating that students exposed to concept mapping showed significant improvements not only in their academic performance but also in their overall engagement with the learning material. These improvements were observed across multiple dimensions of language learning, including enhanced vocabulary retention, a deeper understanding of grammatical structures, and improved ability to comprehend and analyze texts. Such outcomes suggest that concept mapping, as a visual learning tool, can play a transformative role in educational practices, especially in the context of language learning. By leveraging the visual and interactive nature of concept maps, educators can create more dynamic and effective review sessions. This approach not only facilitates a deeper understanding of the material but also promotes greater retention of the English language among junior middle school students. The study underscores the potential of integrating visual learning strategies into traditional educational paradigms, offering a compelling case for the adoption of concept mapping as a standard practice in English language teaching and learning.

The use of the Criterion automated assessment system in teaching students of language specialties to write essays in a foreign language: the results of an experimental test

Importance. Modern artificial intelligence (AI) tools are able to take on some of a foreign language teacher’s functions, thereby optimizing the learning process. One of these is the teacher’s function of checking and evaluating students’ written papers (essays). There are works in the scientific literature describing step-by-step methods of teaching students to write essays in a foreign language, including individual extracurricular practice of students with an AI tool during the completion of the essay’s draft version. Based on receiving evaluative feedback from the AI tool, students can refine their essays in linguistic, structural and substantive aspects. The Criterion automated assessment system for written papers is one of the modern AI tools that can be used in teaching. However, checking the effectiveness of this system is not the subject of a separate study. The purpose of the study is to clarify the stages of teaching students of language specialties to write essays in a foreign language using evaluative feedback from the Criterion automated assessment system and to test the effectiveness of this technique during experimental training.Materials and Methods. The study participants are 2nd year students of the specialty 45.05.01 “Translation and Translation Studies” of the Lipetsk State Technical University (control group = 25 and experimental group = 25). The students of the control group studied according to the traditional essay teaching methodology, excluding the use of AI tools, and the experimental group participants studied according to an innovative methodology, including individual extracurricular practice of students with the Criterion system in order to receive evaluative feedback for the completion of the essay. The following aspects of control are: a) the lexical side of written speech; b) the grammatical side of written speech; c) the organizational structure of the work; d) the content of the work.Results and Discussion. It is proved that the innovative method of teaching students to write essays, based on the integration of the Criterion automated essay assessment system into the learning process, is more effective than the traditional method in mastering students a) the organizational structure of the essay (t = 2.82 at p = 0.004) and b) the content side of creative work (t = 3.05 at p = 0.002). However, statistical analysis of the results do not confirm the advantage of the innovative technique in the formation of lexical (t = 1.44 at p = 0.08) and grammatical (t = 1.36 at p = 0.09) speech skills of students of a language university.Conclusion. The novelty of the research consists in developing the stages of teaching students to write an essay based on practice with the Criterion automated control system in order to receive evaluative feedback for the completion of the essay. The results obtained can be used in the methodology of teaching secondary school students and university students in teaching writing.

GILBERTO LEX SCHOOL'S STRATEGIES FOR INCREASING ITS IDEB

This research focused on the Municipal School Gilberto Lex in Tarumã, São Paulo, as a success case in IDEB indicators and evaluated the strategies the school developed that may have led to the improvement of its indexes in the state and also in the country. Through research with school data and public websites, we verified that this educational institution adopted active methodology, especially project-based pedagogy in its practices, breaking with traditional teaching methodology. The student then became the protagonist of their learning, which may have led to increased learning and, as a result, improved indicators.

Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy

In a time when digital technologies are changing educational paradigms, this study delves into integrating Artificial Intelligence chatbots in enhancing English as a foreign language essay writing, marking a significant shift in language pedagogy. With the backdrop of increasing reliance on technology in educational settings, the research foregrounds Artificial Intelligence chatbots’ potential to revolutionise traditional teaching methodologies. This article aims to scrutinise the efficacy of these digital assistants in augmenting the essay-writing skills of English learners, underlining the importance of aligning technological advancements with educational needs. By investigating the incorporation of Artificial Intelligence chatbots into English as a foreign language curriculum, the study highlights their capacity to offer immediate, personalised feedback, fostering a learning environment that supports individual learners’ needs and preferences. The central inquiry revolves around identifying and optimising the mechanisms through which Artificial Intelligence chatbots can contribute to developing writing proficiency among English students. Through a comprehensive review, the paper presents insights into the pedagogical benefits and challenges of using Artificial Intelligence chatbots, including their role in promoting learner autonomy, accommodating diverse learning styles, and providing a safe space for linguistic experimentation. The findings underscore the transformative potential of Artificial Intelligence chatbots in language education, advocating for a paradigmatic shift towards more interactive, responsive, and learner-centred teaching approaches. This review not only reaffirms the significance of integrating technology into language learning but also opens new avenues for enhancing the educational experiences of English learners

An Innovative Model of English Teaching Based on Particle Swarm Algorithm Construction

English teaching in construction plays a vital role in facilitating effective communication and collaboration within the industry. By equipping construction professionals with proficiency in English, they can navigate global markets, engage with multinational clients, and access a wealth of resources and knowledge available in the English language. English instruction tailored to the construction sector emphasizes industry-specific terminology, communication skills for project management, and comprehension of technical documents and specifications. Additionally, English language proficiency enables construction workers to comply with safety protocols, understand complex engineering plans, and participate in international conferences and training programs. This paper introduces an innovative model of English teaching tailored for construction professionals, utilizing a Particle Swarm Algorithm Construction with Weighted Particle Swarm Classification (W-PSO). Acknowledging the significance of effective communication in the construction industry, especially in multinational contexts, this research endeavors to optimize English language instruction through advanced computational techniques. The proposed model combines traditional teaching methodologies with the W-PSO algorithm, a metaheuristic optimization technique inspired by the behavior of particles in a swarm. W-PSO dynamically adjusts the weightings assigned to various instructional components, such as vocabulary acquisition, grammar instruction, and communication skills development, to optimize learning outcomes for construction professionals. Simulation results a cohort of 100 construction professionals participating in the English teaching program, the average improvement in English language proficiency is measured at 25% after completing the W-PSO-enhanced curriculum. Furthermore, specific language skills exhibit notable enhancements, with vocabulary acquisition increasing by 30%, grammar comprehension by 20%, and communication skills by 35%. The W-PSO algorithm dynamically adjusts the weightings assigned to various instructional components, optimizing the learning process. For instance, vocabulary acquisition receives a weighting of 0.4, grammar comprehension 0.3, and communication skills 0.3, resulting in a balanced and comprehensive approach to English language instruction.

Traditional Teaching and Learning Methodologies: Innovations Needed.

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Evaluating Virtual Reality’s Impact on Enhancing Pedagogical Skills in South Korean Secondary Schools’ Teacher Development Programs

This comprehensive study delves into the transformative potential of Virtual Reality (VR) technology within teacher professional development programs in South Korean secondary schools. With the educational landscape rapidly evolving, the integration of innovative technologies such as VR presents both unprecedented opportunities and significant challenges. This paper aims to critically assess the effectiveness of VR in enriching pedagogical skills among educators, exploring its role in facilitating immersive and interactive learning experiences that could potentially redefine traditional teaching methodologies. Employing a mixed-methods research approach, this investigation combines quantitative data derived from extensive surveys of educators who have participated in VR-based training programs with qualitative insights gathered through in-depth interviews. This dual-faceted analysis enables a nuanced understanding of VR’s impact on teaching practices, highlighting the technology’s capacity to enhance instructional strategies, engage students more effectively, and foster a dynamic learning environment. Moreover, the study identifies key challenges associated with the adoption of VR in professional development, such as technical limitations, the need for specialized training, and the integration of VR content with existing curricula. By offering a comprehensive overview of the current state of VR in educational settings in South Korea and examining its implications for teacher professional growth, this paper contributes valuable perspectives to the ongoing discourse on leveraging technology to advance educational outcomes. Through its findings, the research underscores the critical need for strategic implementation and support mechanisms to maximize VR’s benefits in professional development programs, paving the way for future innovations in educational technology.

Evaluating the Impact of Cartoon-Based Learning on Student Performance and Engagement in Medical Education: An Experimental Study.

Pathology, a foundational yet challenging subject in medical education, is marked by its extensive content and intricate concepts. These complexities often pose a significant learning barrier for students, who must not only comprehend but also effectively apply this knowledge in their clinical practice. This study aimed to investigate the impact of utilizing cartoons as a supplementary educational tool in pathology. Specifically, it focused on assessing whether incorporating cartoons into the learning process would enhance students' understanding, memory retention, and ability to recall complex topics, thereby augmenting the effectiveness of traditional teaching methodologies. Conducted from June to September 2022, this experimental study involved 106 second-year MBBS (Bachelor of Medicine and Bachelor of Surgery) students. Participants were split into two groups: the "traditional group," which received standard interactive large-group teaching, and the "combination group," which benefited from both the standard teaching and additional cartoon-based instruction. The study focused on two selected chapters of the pathology curriculum. After completing the first chapter, the groups were crossed over for the second chapter. Evaluation of the students' learning was conducted through post-learning assessments using multiple-choice questions (MCQs). The combination group, which received both traditional and cartoon-based teaching, showed a significant improvement in their assessment scores compared to the traditional group. This improvement was consistent in both assessments conducted (t(102) = 8.41, p < .001 and t(99) = 6.85, p < .001). Additionally, feedback from the students through a post-learning survey indicated a strong preference for the use of cartoons. The majority of students agreed that cartoons facilitated a better understanding and retention of complex pathology topics (χ² = 130.9, p < 0.001). The incorporation of cartoons as a supplementary learning tool in pathology teaching shows promising results. This innovative approach not only complements but also enhances the traditional teaching methods, leading to improved comprehension, retention, and recollection of complex subjects among medical students. The study highlights the potential of cartoons in revolutionizing medical education, especially in teaching challenging subjects like pathology.

Innovative Methods of Teaching Foreign Languages for Economics Students

This article explores the intersection of foreign language acquisition and economics education, highlighting innovative teaching methods designed to benefit economics students. It discusses the increasingly vital role of multilingual proficiency in the global economy and addresses the limitations of traditional language teaching methodologies in meeting the specific needs of students pursuing economics. The article outlines several forward-thinking approaches, including Content and Language Integrated Learning (CLIL), Project-Based Learning (PBL), professional language exchange programs, gamification, technology-enhanced learning, and the flipped classroom model. These methods aim not only to enhance foreign language proficiency but also to deepen students' understanding of economic concepts in a global context. By integrating content knowledge with language learning, these approaches offer a more engaging, relevant, and practical educational experience, preparing students for the complexities of the global economy

Analysis of the Need for Padlet-Based Learning Media Development to Improve Understanding of Concepts in Class XI Circular Motion Material at SMA Kota Bengkulu

An effective learning tool is one that can boost students' interest and motivation. Padlet is an easy-to-use, maintain, and set-up collaborative platform. This study set out to find out what educators and students needed in order to create lesson plans for high school students using the Padlet software. The methodology used in this study was qualitative descriptive. The data was gathered through observations, interviews, and literature research. This research instrument consists of these observation and interview sheets. The technique for data analysis is qualitative descriptive data analysis. The results of the learning materials, interviews, and observations that were done show that there is still space for development in the students' conceptual understanding, especially when it comes to the material on circular motion. because students still find it difficult to understand the material they are studying and professors still use a traditional teaching methodology. Therefore, it can be said that Padlet-based development media are still needed at SMAN 1 Kota Bengkulu, SMAN 3 Kota Bengkulu, and SMAN 9 Kota Bengkulu in order to support students' learning and help them understand concepts. This is based on the needs analysis that was conducted at these schools.

Overcoming the paradigm of traditional teaching methodology in pharmacology monitoring: innovations in medical education driven by the pandemic

In the course of the last decades there has been a transformation of medical education, aiming to change from a traditional model centered on the teacher to active methodologies, which involve students in a participative, practical and critical way. The pandemic highlighted the importance of differentiated approaches, such as dialoged classes and the inverted classroom. While they bring benefits, they also present challenges, such as preparedness and the necessary infrastructure. Training assessment and Think-Pair-Share (TPS) methodology are also important in this context. Accordingly, the adaptation of the ative methodologies for the teaching of pharmacology is considered relevant for forming doctors prepared for the future demands. The objective of the present study was to report the experience of the monitors in the discipline of Pharmacology in the context of adaptation between the pandemic scenario with remote activities and the return to face-to-face teaching, maintaining the strategy of active methodologies and the formative evaluation, which was initially structured during the pandemic in a digital context. The discipline of Pharmacology offered to the undergraduate course in Medicine of the State University of Rio de Janeiro has therefore started to integrate medical theory and practice, involving classroom, asynchronous and clinical cases. In this way, the teachers teach the subjects and the student monitors, with the supervision of the teachers, select clinical cases based on practical experiences, and use the strategy of the TPS for discussions with small groups of students, which, afterwards, are shared with the whole group. Clinical cases are based on supporting texts, but the discussions encourage the addition of new information to widen the understanding of the discipline. In this context, the monitoring project in Pharmacology involves an active teaching approach, encouraging students to participate in clinical case discussions and broaden theoretical knowledge. This practice enriches academic skills, arouses interest in teaching and is well evaluated by students. The approach aligns with Glasser's learning pyramid, favoring knowledge retention. The use of the TPS methodology promotes collaboration and clinical reasoning and the impact has been positive, which is evidenced by student evaluations and feedback to the discipline and to the monitors. Therefore, the restructuring of the Pharmacology discipline adopted more dynamic and active teaching strategies, seeking to stimulate the active participation of students and critical reasoning. Monitoring played an important role in this approach, promoting debate, proactivity, and clinical skills. The monitoring experience has been positive, deepening the technical knowledge of the monitors and challenging them to constantly improve teaching strategies. Accordingly, the work reflects the importance of more ative, critical medical teaching that is aligned with social demands.

Teaching and mental health in medical students.

The objective of this study was to evaluate the relationship between quality of life, perceived stress, anxiety, and depression in medical students and the university teaching method: traditional method versus active methodology. Four questionnaires were administered to volunteer students (n=361) enrolled in two institutions that employ active (Universidade Tiradentes) or traditional (Faculdade de Medicina do ABC) teaching methodology: socioeconomic level; brief quality of life (World Health Organization Quality of Life-Bref); perceived stress scale (PSS10); and depression and anxiety scale (hospital anxiety and depression scale). Of the students who responded to the questionnaires (226 UNIT and 135 FMABC), 70% were female and 67% were White. The majority did not use medication for depression (90%), anxiety (81%), and stress management (91%). Regarding anxiety, it was found: absence in the traditional method and moderate anxiety in the active methodology (26% UNIT×13% FMABC) (p<0.001). Regarding quality of life, it was found to be better quality of life in the environment domain at FMABC (78.12%) versus 71.88% at the UNIT (p<0.001). There was no difference between the institutions in relation to depression and perceived stress, and in quality of lifethere was only a difference in the environmental domain (p<0.001). In relation to gender, stress was higher in females (93.7%) than males (79.6%) with p<0.001. Differences were recorded between the groups regarding anxiety, with a predominance in UNIT students (active methodology), and no differences were recorded in relation to depression, perceived stress, and quality of life in all domains, except for the environment domain, which was higher in the traditional methodology, although about one-third of participants used medication for anxiety/depression.

Collaborative Learning: An Assessment of the Students’ Essay Writing Skills

The present experimental study aimed to assess the students’ essay-writing skills at the graduate level. Writing is highly pertinent among all four English language skills related to communication. The results of the students who were taught in the classroom through collaborative learning techniques were compared with the results of the students who were taught through traditional methodology. Female students at the graduation level from a government college in the Chakwal district of Punjab province were considered the population of the present study. A simple random sampling technique was used to select 30 students. The sample of 30 students was divided into experimental and control groups by dividing 15 students in each group. The traditional methodology was used to teach the students of the control group, whereas the collaborative learning technique was used to teach the treatment group students. Both groups were observed twice. The results were analyzed using the independent sample t-test. The findings revealed that the students of both groups performed almost the same in the pretest, whereas a significant difference was observed in the mean score of both groups in the post-test. It was recommended that the traditional teaching methodologies be replaced with collaborative learning techniques.

THE IMPACT OF FLIPPED CLASSROOM ON EFL STUDENTS’ GRAMMATICAL COMPETENCE AND ATTITUDE IN CHINA

This study aims to examine how flipped an English Grammar classroom would affect students’ English grammatical competence and attitude. The study was conducted for 6 weeks in two Business English classes of a vocational college in China. There are 50 students in the flipped classroom and 52 students in the traditional classroom. Achievement tests and a survey on learners’ attitudes of the model were used for collecting data. It was revealed the flipped classroom model exerted moderate impact on learners’ academic achievements compared to the traditional teaching methodology. Besides, students mostly had positive attitude towards applying the flipped classroom model in instructing English grammar.