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TITLE:
Comparing Flipped and Traditional Instruction: EFL Grammar Outcomes in Higher Education  - TFM:1725
Handle: https://hdl.handle.net/20.500.11797/TFM1725

Student:Aydin, Sezen
Language:en
Title in original language:Comparing Flipped and Traditional Instruction: EFL Grammar Outcomes in Higher Education 
Title in different languages:Comparing Flipped and Traditional Instruction: EFL Grammar Outcomes in Higher Education 
Keywords:grammar performance, higher education, interactive learning
Subject:Ensenyament
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.
Project director:Espada Sánchez, Ana
Department:Estudis Anglesos i Alemanys
Education area(s):Ensenyament i Adquisició de l'Anglès com a Llengua Estrangera - Segona Llengua
Entity:Universitat Rovira i Virgili (URV)
TFM credits:11
Work's public defense date:2024-06-21
Academic year:2023-2024
Confidenciality:No
Subject areas:Philology
Creation date in repository:2024-07-05
Access Rights:info:eu-repo/semantics/openAccess
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