VietTESOL International Convention, VietTESOL International Convention 2018

Font Size: 
Learning English Grammar through Flipped Learning
Rachid Bezzazi

Building: A12
Room: Room 103
Date: 2018-10-12 10:35 AM – 11:05 AM
Last modified: 2018-09-16


This study examines the effect of flipped learning on English as a Foreign Language (EFL) learners’ grammar. A hundred thirty-two first year university students, from four intact Freshman English classes, were divided into flipped learning group (FLG) and traditional instruction group (TIG). The two groups followed a weekly two-stage process. The FLG started with the individual space: the time and place learners complete a given task. They then moved on to the group space. The TIG, however, started with the group space and moved on to the individual space. The individual work occurred outside the classroom, whereas the group work occurred in class. The treatment period was over ten weeks. The study focused on the extent to which a language learner’s experience of flipped learning or traditional instruction reinforced their English grammar learning. The FLG and CIG had a pre- and post-test on grammar. The FLG was also asked to complete a 13-item survey on their perceptions toward flipped learning. The results of the post-test revealed a statistically significant difference between the two groups, (t = 8.21, p < .001), with a large effect size (Cohen’s d = 1). The survey analysis showed the FLG participants’ satisfaction with the online material, in-class discussions, and overall benefits of flipped learning. The results indicated that the innovative program was more effective in teaching English grammar than traditional instruction. Thus, the results can be an impetus for EFL teachers to flip their grammar classes.


flipped learning; cooperative learning; technology enhanced language learning (TELL)