The effect of Flipped learning on Vocabulary KnowledgeEnhancement

The emergence of flipped learning has provided new opportunities to improve the quality ofEnglish language learning. First, the present study attempted to investigate the effects of flippedlearning on enhancing the vocabulary knowledge of EFL learners. Second, it aimed to investigatethe perception of the participants toward the flipped learning. To this end, ۲۳ EFL learners froman English institute in Iran were assigned to the flipped and conventional groups. In the flippedclassroom, the course materials selected by the teacher were posted via Telegram Application inadvance to the class and the class time was spent on different peer and group activities includingpre-communicative sentence arrangement, communicative activities, pair, and group discussion,role-play and storytelling. Multiple data collection sources, including a vocabulary knowledgetest, a student-recorded portfolio, and a flipped learning experience questionnaire were employedto elicit the required data. The results revealed that the participants in the flipped learningclassroom performed a little better than the participants in the conventional class; however, it wasnot statistically significant. Besides, they did not have a positive attitude toward flippedinstruction. The authors present insights into the impacts of flipped instruction on the quality ofvocabulary learning and the participants' perception of flipped learning and offerrecommendations and implications for practice.

Keywords:

Flipped learning , Vocabulary Knowledge , Telegram Application , SocrativeApplication , Students' Perception