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A quasiexperimental mixed-methods study involved 37 university students in East Europe, split into experimental (19) and control groups (18). Data included pre- and post-tests, a Flipped Grammar Class Attitude Questionnaire, and semi-structured interviews. Results show FL-trained learners substantially outperform the non-flipped group, with higher involvement, engagement, and performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-use-of-flipped-learning-in-efl-grammar-instruction-research-study/593096/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-use-of-flipped-learning-in-efl-grammar-instruction-research-study/593096.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study on flipped learning and EFL grammar?","Question",{"text":112,"@type":113},"To investigate the impact of flipped learning on students’ grammar proficiency development and their attitudes toward the new instructional model.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what data were collected?",{"text":117,"@type":113},"It used a quasiexperimental mixed-methods design with pre- and post-tests on grammar proficiency, a questionnaire on attitudes, and semi-structured interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about flipped learning versus non-flipped instruction?",{"text":121,"@type":113},"Learners trained through flipped learning significantly surpassed the non-flipped group in English grammar success and showed enhanced involvement, engagement, and performance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593096,1792160620,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Use of Flipped Learning in EFL Grammar Instruction  \nNazmi DİNÇER , Mustafa POLAT  \nAbstract: Although grammar has been central to L2 research and methodology over the years, the approaches to teaching grammar have long been a controversial topic in teaching English as a foreign language (EFL) even today when we are introduced with innovative methods especially with technology. Considered as an innovative and effective instructional approach, Flipped Learning (FL) might have the potential to transform the instructional design of the traditional teacher-led classes through the integration of technology and active learning strategies. To explore the role of flipped learning in the EFL context, the researchers investigated the impact of flipped learning on students’ development of grammar proficiency and their attitudes towards the new instructional model. A total of 37 students (19 subjects in the experimental group, 18 subjects in control group), who learn English as a foreign language at a state university in East Europe, participated in this study. The study employed a quasiexperimental mixed-methods research design using a variety of data collection instruments including pre-and post-tests on grammar proficiency, a questionnaire (Flipped Grammar Class Attitude Questionnaire) and semi-structured interviews. The results showed that learners trained through FL considerably surpassed the non-flipped group in terms of their success in English grammar. Furthermore, FL was found to have notably enhanced the students’ involvement, engagement, and performance. The results provide insights into the implementation of FL in the EFL context. Further studies might investigate the efficiency of multimedia materials, including animations or video lectures in the use of flipped instruction.  \nKeywords: flipped learning , blended learning, EFL learners, grammar competency , attitudes.  \nHighlights  \nWhat is already known about this topic:  \n• Flipped learning has been growing exponentially in higher education.  \n• Flipped learning has been utilized to enhance foreign language education.  \n• Flipped learning promotes more time dedicated to higher-order cognitive tasks. What this paper contributes:  \n• Few studies were available in the literature with regard to the use of flipped learning in enhancing grammar instruction.  \n• Flipped learning could be a remedy for challenges that EFL teachers face during in-class instruction.  \nImplications for theory, practice and/or policy:  \n• Flipped learning should be used with rich multimedia resources.  \n• Flipped learning requires a higher time investment at the beginning.  \n• In-class activities should be based on higher cognitive tasks to benefit from flipped learning.  \n• Flipped learning does not necessarily mean creating video lectures.  \nIntroduction  \nLecturing as a traditional instructional method still dominates most of contemporary higher education (Bergmann & Sams, 2012) . However, it hardly meets the demands of the students and overwhelmingly deprives them of effective learning experiences (McLaughlin, 2014) . Additionally, lectures based solely on teacher-led lessons in a classroom environment do not appeal to digital native students anymore (Prensky, 2001) . In the traditional lecture-based classroom, there is a one-way basic knowledge transfer from teachers to students. Comprehensive practice and deeper learning is usually assigned beyond the classroom environment. That is why; educators are usually criticized as being ineffective when giving long lectures (Lasry et al. , 2008) . It is also emphasized that this type of instruction creates passive observers and minimizes the attention of the audience, as most of the class time is devoted to long ineffective lecturing hours (Bouwmeester et al. , 2019) . In the meantime, learners are expected to sit in silence and listen without interaction (Littlewood, 1999) . Such traditional approaches end in failure in improving students’ interests i","cbCaifxsutjNTFs0","https://ap.wps.com/l/cbCaifxsutjNTFs0","pdf",634348,21,"English","# Abstract\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction","[{\"question\":\"What was the main purpose of the study on flipped learning and EFL grammar?\",\"answer\":\"To investigate the impact of flipped learning on students’ grammar proficiency development and their attitudes toward the new instructional model.\"},{\"question\":\"How was the study designed and what data were collected?\",\"answer\":\"It used a quasiexperimental mixed-methods design with pre- and post-tests on grammar proficiency, a questionnaire on attitudes, and semi-structured interviews.\"},{\"question\":\"What were the key findings about flipped learning versus non-flipped instruction?\",\"answer\":\"Learners trained through flipped learning significantly surpassed the non-flipped group in English grammar success and showed enhanced involvement, engagement, and performance.\"}]","The Use of Flipped Learning in EFL Grammar Instruction - Research Study | PDF",1792076589,53]