Classrooms on the Go: Flipped Instruction in Higher Education EFL

Abstract

In this research project, the effect of flipping grammar instruction was examined in terms of student motivation and achievement. Thirty five female university English students took part in this study. They watched video lesson explanations about specific grammar points out of class and completed assignments during class time using Book Widgets. Students reported higher motivation in this type of learning environment as compared to a traditional setting. While motivation levels showed improvements, exam grades showed less significant increase. Overall, students exhibited positive feelings towards the flipped instruction methods and enjoyed the benefits of the experience of having control over their own learning and being able to go over the materials as many times as necessary for deeper learning.