The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students’ Performances and Attitudes

Abstract

The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on secondary school students’ performances, perceptions, and attitudes toward learning English independently. The researcher implemented the flipped classroom strategy by selecting videos based on the students’ textbook and uploading those videos on the Edmodo site before each lesson to provide opportunities for active learning interactions. The students of the experimental group (n = 20) were required to watch the videos to learn by themselves and to come to class prepared to ask for clarification, if needed. They also practiced what they had learned under the teacher’s supervision by completing collaborative and competitive tasks in groups or pairs. Meanwhile, the control group students (n = 23) received in-class only traditional teaching. They learned the grammatical lessons without the help of any videos. The statistical analysis of the post-test results showed that adopting the flipped classroom strategy appeared to play a role in enhancing the students’ grammar performances, as the mean score of the experimental group was higher than that of the control group, but this difference was not statistically significant. The students’ responses to a questionnaire and semi-structured interviews indicated that their attitudes’ towards using the flipped classroom strategy in the EFL class were positive.

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