Effects of flipped learning model on grammar achievement of first-year EFL students in Ethiopian universities

Abstract

The purpose of this research was to investigate the effects of the flipped learning model on English as a Foreign Language (EFL) students’ grammar achievement in higher education institutions. A quasi-experimental design was employed on EFL students attending freshman courses in the Natural Science stream at one of the Ethiopian universities. Out of a total of 32 sections, two sections, each with 59 and 57 students, were selected for the study based on convenience sampling. These two sections were assigned randomly to the flipped and the non-flipped groups. During the intervention, which lasted for six weeks, the students in the control group were taught using the conventional method, while the students in the experimental group were taught using the flipped model. Pre- and post-tests were employed to collect data. The findings revealed a statistically significant difference in grammar achievement between the two groups in favor of the experimental group. Conclusions and implications are discussed in light of the findings.