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

Entity: Universitat Rovira i Virgili (URV)

Confidenciality: No

Education area(s): Ensenyament i Adquisició de l'Anglès com a Llengua Estrangera - Segona Llengua

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

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.

Subject: Ensenyament

Academic year: 2023-2024

Language: en

Work's public defense date: 2024-06-21

Subject areas: Philology

Student: Aydin, Sezen

Department: Estudis Anglesos i Alemanys

Creation date in repository: 2024-07-05

TFM credits: 11

Keywords: grammar performance, higher education, interactive learning

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

Access Rights: info:eu-repo/semantics/openAccess

Project director: Espada Sánchez, Ana