Effect of flipped instruction in grammar teaching in English as a foreign language class (EFL)

Flipped Classroom (FC) or flipped instruction has become popular in recent years as a result of increased amount of technology use in language classrooms. The aim of this study is to investigate the effectiveness of flipped instruction compared to traditional ways of instructions in grammar teaching in EFL. This study adapted an experimental methodology with fifty-nine participants from preparation classes in the School of Foreign Languages at Bursa Technical University in the educational year of 2018-2019. An experimental group (n: 30) and a control group (n: 29) were formed. The experimental group was treated with flipped instruction and the control group received traditional way of instruction. The data were gathered through a pre-test and a post-test. The results from the post-test indicated that both ways of instruction led to increased learning. For further analyses, independents samples t-test analysis and paired samples analysis were used. The results revealed that the statistical difference between the two ways of instruction was insignificant. This result may be related to student behavior or limited time period of the study. To sum up, both ways of instruction were found to be successful in grammar teaching according to the finding of this study.