The Effects of Flipped Classroom Strategy on Grammar Learning of Iranian Intermediate EFL learners

The importance of English language grammar as one of the fundamental language skills has led teachers and researchers to find different strategies to ease learning this skill for EFL learners. This study pointed toward exploring the impact of the flipped classroom strategy on improving Iranian EFL learners' grammar at the intermediate level. To this end, two intact groups with the age range of ۱۵ to ۲۴ from the Rahiyan-e-Elm language institution in Tonekabon, Mazandaran, Iran, were chosen as the participants of the study. Each group comprised ۲۰ female members, an experimental and a control group. The flipped class strategy was utilized as the treatment for instructing grammar to the experimental group. A pre-test/post-test research design was used to compare the mean scores of the groups. The consequences of the research indicated that there was a remarkable difference between the groups' mean scores on the post-test. The present study suggested a few implications for EFL learners, EFL instructors, and test producers.

Keywords:

Flipped Classroom Strategy , Traditional Strategy , Cognitive , Affective , Learning Strategy