Abstract:

To succeed in a swiftly changing world, students must assume a role of being producers, the principals of which can be counted as posing questions, devising creative solutions, reflecting upon answers, that is, in other words, seeing the world from an alternative point of view. When encouraged to think simply different, it is rendered quite possible for students to deliberate over matters, discuss issues with peers, work collaboratively and apply it to different situations. Instead of the scenario observed in a traditional classroom, the revolutionised advancements in technology makes an inverted method of teaching a language available. In other words, wasting valuable class time on explanation and putting the onus on students to practise the lesson in their free time are shifted to having lectures through instructional videos at home and doing active learning through intriguing exercises, which leads to a deeper understanding of learning. In order for students to be involved in their own learning, this reversed way of teaching, known as ‘Flipped Learning Model’, blends the process of active learning with the advantages in direct instruction.

This research study which was born of the necessity to meet the needs of teaching English grammar in a more innovative way with the aim of examining whether it would be a beneficial and practical preference to teach English grammar through Flipped Learning Model was conducted at Denge Academy of Science & Art Anatolian High School during the spring semester of 2017-2018 school year and implemented to 22 students. For this purpose, between two B2 level classes, the effects of the model on students’ achievement and the perceptions of students on a flipped classroom were investigated. Data was collected through a mixed-method approach with the application of non-equivalent control group design, which is a type of quasi-experimental research design. Although the principal focus was on the quantitative data gathered through pre- and post- tests for five different grammar points to provide comparison with a traditional classroom, a Likert-scale questionnaire for gaining an insight into students’ attitudes towards the model and a semi-structured interview for verification were administered to obtain information for qualitative data. The triangulation of data aimed at increasing the validity and reliability of the study. To analyse the results of pre- and post- tests, independent and paired samples t-tests were conducted.

Notwithstanding limitations identified during the study, such as their familiarity with the grammar points and the use of technological devices, the results revealed that the students who were taught English grammar through Flipped Learning Model produced a higher performance than that of the control group. Additionally, both questionnaire and interview exploring students’ positive reflection on the model showed that they considered the implementation of studying grammar at home and allocating in-class time for more effective activities viable. Taking the findings of the study into account, it can be stated that it has a consistency with previous studies, which indicate that it is effective in teaching grammar.

Keywords:

Foreign Language Learning, Flipped Learning Model, Instructional Videos, Blended Learning, Cooperative Learning, Technology Enhanced Language Learning.