The impact of flipped classroom model on teaching English grammar at 10th grade of high school


(PhD), Organization for Educational Research and Planning (OERP)


Flipped classroom model, as a new innovative teaching paradigm has been in the center of attention recently. In this teaching model, the presentation section of the instruction procedure is recorded by the teacher and the students have access to relevant file. Consequently, this section is transferred to the outside classroom environment, therefore the limited time of instruction is dedicated to higher stages of learning pyramid and much time could be devoted to active participation of the learners and group learning. This study scrutinizes the role of flipped learning in teaching English grammar. A highly experienced English teacher taught the same grammatical item of 10th grade English textbook in two public schools of the same English level with two different methods of traditional and filliped way and gathered data at three levels of a multiple choice post-test, students’ feedback questionnaire and teachers reflection on her teaching experience by a semi-structured interview. The post-test results showed that adopting the flipped classroom strategy appeared to play no significant role in improving the students’ grammar performance. The students’ responses to a questionnaire and semi-structured interview with the teacher performing flipped classroom method indicated that their attitudes towards using the flipped classroom strategy in the English class were positive. The findings can be useful both for policy makers and English teachers.


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