The Impact of a Flipped Classroom on Student Learning Achievements in EFL Classrooms

Abstract

The Flipped Classroom (FC) is one of the developing ideas of educating students. In a FC, students watch instructional videos at home in advance and do assignments or engage in activities during the class time. Classroom time can be applied to more interactive tasks. This research was to identify the effect of the FC on student learning achievements and gain insights into the students’ perceptions towards the FC. This study was conducted with 60 EFL students in the course Grammar 3 of their BA program in Kien Giang University, Vietnam. The participants were divided into a traditional class and a flipped class. The study consisted of both quantitative and qualitative research. The quantitative research design was to determine if there was a statistically significant difference in student learning results between two groups of participants. The qualitative research design with an open-ended question was to know students’ perceptions towards the effect of the FC. Findings indicated that (1) the students in the FC got higher scores than the students in the traditional one; and (2) the students in the FC stated that the FC model helped improve their learning results, develop their self-regulation, self-confidence and other soft skills.