An experimental study on efficieny of flipped classroom model in english language teaching

The study aims to investigate the effect of flipped classroom on undergraduate students' achievement on English grammar, course motivation and attitude towards the EFL. The research was conducted at Kaman Vocational High School, Kırşehir Ahi Evran University. It is designed as a quasi-experimental study, one of the quantitative resarch methods, with pre-test, post-test controlled group. The sample of the study was composed of 50 students having compulsory Foreign Language-I Course on the first grade. The experimental group consists of 25 students while the control group consists of 25 students. The experimental group was lectured with flipped classroom model whereas the control group was lectured with traditional teaching method within 8 weeks. The data of the study was obtained from EFL grammar achievement test, course interest scale and attitude questionnaire towards EFL. T-test analysis with dependent and independent groups was used for data analysis. At the end of the study, in the light of the obtained data, EFL grammar achievement test scores of the students in the experimental group were found to be significantly higher than the sudents in the control group. It was found that the course interest scale scores of the students in experimental group were higher than the students of controlled group, and there was a significant difference between these two groups in favor of the experimental group. When course interest scale subdimensions were examined, significant differences were found between the two groups in favor of the experimental group in terms of relivance subdimenions. However, there was not a significant difference between the two groups in terms of attention, reliance and satisfaction subdimensions. When attitude questionnaire towards EFL scores, it was found that there was a significant difference between two groups in favor of the experimental group.