Investigating the Effect of a Flipped Grammar Classroom Model On Moroccan EFL Secondary School Students: Students’ Grammar Performance, Perceptions and Student-Related Challenges 2024

Abstract

This study investigates the effect of a flipped classroom model on EFL secondary school students’ performance in grammar. The study also sought to measure students’ perceptions of this flipped classroom and student-related challenges faced in this new learning environment. For the purpose of the study, a pretest-posttest quasi-experimental design was carried out. The experiment lasted for three weeks in which two intact classes (grade 12) from Al Mansour Dahbi upper secondary school in Sidi Kacem were selected for the study. The first class was assigned to the experimental group (n=34) while the second class was assigned to the control group (n=34). The experimental group students were taught through the flipped classroom model and the control group students were taught using the traditional classroom model. A pre-post grammar test was administered to measure students’ performance in the four grammar topics which were selected from the student textbook “Gateway 2 To English”. After the experiment, a 5-point Likert scale questionnaire was used to investigate the experimental group students’ perceptions of the flipped classroom videos and, the in-class activities, and student-related challenges. The findings of the pre-post grammar test indicated that experimental group students significantly outperformed the control group students. Regarding experimental group students’ perceptions and the challenges they faced in the flipped classroom, it was found that most students developed a strong positive attitude towards the flipped approach.