Comparing Flipped and Traditional Instruction: EFL Grammar Outcomes in Higher Education 

Identifier:  TFM:1725

Handle: https://hdl.handle.net/20.500.11797/TFM1725

Authors:  Aydin, Sezen

Abstract:
This study examines the effectiveness of the flipped classroom (FC) approach in teaching English grammar, compared to traditional methods. Using both quantitative and qualitative research methods, it assesses the impact on student outcomes. Quantitative analysis measures improvements in grammatical proficiency through test scores. Qualitatively, it surveys teachers' and students' perceptions, focusing on engagement, motivation, and learning behaviors. The findings show that flipped groups achieved higher post-test scores. Surveys indicate a preference for flipped instruction among both students and teachers, who are willing to use it in future lessons. This analysis highlights the benefits and challenges of flipped classroom implementation.