The effect of flipped learning on grammar acquisition in an EFL classroom, University of Cuenca

Abstract

Previous studies on Flipped learning have focused on main language skills, but not many have been directed towards grammar acquisition. University students are required to learn several grammar topics in one semester, and Flipped Learning was selected as a model to help optimize the traditional lessons. At home, students learned content through screencasts, whereas inside the classroom they got involved in Active Learning activities. This study consisted of a mixed methods design (quantitative-qualitative) and was carried out with 25 EFL students at a public university of Cuenca, Ecuador. A pre- and a post-test were administered to the participants, and the scores unveiled a significant increase of 11.24 points (p <0.05) in grammar performance. Nevertheless, after having analyzed the scores by grammar topic, there were positive changes in 9 grammatical structures out of 12. To explore the students’ insights on Flipped Learning, a questionnaire and journals were employed; they revealed that most of the students had positive perceptions towards the approach. Additionally, a correlation analysis was done between the students’ final scores and their perceptions. The results showed that the perceptions of Flipped Learning were not related to their post-test scores. After discussing all the outcomes in both this research and related studies, it is concluded that Flipped Learning has the potential to improve grammar performance if the instruction is delivered taking into consideration probable limitations in the research design and context