The effects of implementing flipped learning in university English grammar classes: Focusing on academic achievement and learning satisfaction

This study investigates the effects of flipped learning on academic achievement and learning satisfaction in a university English grammar course. A comparative analysis was conducted between a control group using traditional lecture-based instruction and an experimental group engaged in flipped learning. In the flipped learning model, students prepared individually with instructor-provided materials and the AI tool ChatGPT before class, allowing class time to focus on advanced learning activities to deepen their understanding. The study evaluates the feasibility of flipped learning in grammar instruction and examines its empirical impact on students’ performance and satisfaction. Findings aim to highlight the potential benefits of student-centered teaching methods and encourage the integration of flipped learning in future English grammar courses. This research underscores the importance of interactive, learner-focused approaches in enhancing educational outcomes.