Examining the Impact of Flipped Classroom on English Language Grammar Achievement by Iranian EFL High school students: A Quasi-Experimental Study

Document Type : Original Article

Authors

1 English Language Teaching, Vali-e-Asr University of Rafsanjan, Rafsanjan, Iran

2 Ilam

10.22126/tale.2026.11396.1075

Abstract

This study aimed to investigate the effectiveness of the flipped classroom approach in enhancing grammar learning among Iranian EFL high school students. A quasi-experimental design was employed, with 100 participants randomly assigned to either the experimental group, the experimental group, or the control group. The experimental group received instruction using the flipped classroom method, while the control group followed traditional teaching methods. Data collection included pre- and post-tests to measure grammar proficiency, questionnaires to assess student and teacher perceptions, and semi-structured interviews to gather in-depth insights. The intervention period lasted eight weeks, during which the experimental group engaged in video-based learning outside of class and participated in interactive classroom activities. In contrast, the control group followed a traditional lecture-based approach. Independent-samples t-tests revealed significant differences between the flipped and traditional groups, with the flipped classroom group demonstrating superior grammar learning outcomes. Both students and teachers reported positive attitudes towards the flipped classroom, citing increased motivation, engagement, and opportunities for communication and collaboration. Finally, the implications of these findings were discussed, and suggestions for future research and practice in EFL education were made. 

Keywords

Technology Assisted Language Education
Volume 3, Issue 4
December 2025
Pages 63-81

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