Impact of Flipped Instruction on Teaching Grammar

Abstract Flipped instruction, as a kind of blended approach to learning, has been on the rise through the past decade. This new method requires that students be introduced to the teaching content at home and practice it in the classroom. The present study was set up to determine the effect(s) of flipped instruction on the on students’ knowledge about the English grammar. To this end, twenty available female students (aged ۱۰-۱۲), studying at an English institute in Eivan were selected and were randomly assigned to experimental and control groups, each containing ۱۰ participants. The criterion for selection was not having any previous instruction on tenses. To teach the simple present tense, the researcher devised a plan in which students would receive five ۴۵-minute instructions at home and do the corresponding activities at the institute under her supervision. Instructions were carried out in the form of video clips and recorded files sent to the students through WhatsApp. The study was of pre-test/ post-test experimental design. Results of the ANOVA showed that the students in the experimental group outperformed those in the control group and the difference between the means was significantly meaningful. Also, results showed that flipped classrooms are effective in helping students learn the present tense of the English grammar. Recommendations regarding the use of flipped instruction in language classes are discussed.