The effect of the flipped learning model on grammar test scores and student perceptions in a South Korean EFL setting

Abstract This study investigated the effects of flipped learning on student grammar test scores and student perceptions in a South Korean university general English class. Fifty-eight lower-intermediate students from four classes were divided into a control group, which used traditional teaching methods, and an experimental group, which employed the flipped learning approach. Pre- and post-tests of grammar taught during the semester were administered and the scores analysed using independent samples t test to determine the effect of the treatment. At the end of the course, the students were asked to complete a short qualitative questionnaire and the results were analysed using thematic analysis to gain an insight into their perceptions of flipped learning. The results showed that the flipped learning method did not lead to greater gains in grammar test scores as compared to the traditional class group. However, the questionnaire results showed that the students were generally positive about flipped learning and that it helped them to understand the material better with greater motivation and participation during class. This study gives an insight into the under-researched area of flipped learning in the South Korean English as a Foreign Language setting and concludes that this method might not be suitable in all situations.