Perceptions of Flipped Grammar Learning
A study with B1-level English Students in Ecuador.
DOI:
https://doi.org/10.29166/kronos.v6i1.7752Keywords:
Flipped learning, English as a foreign language, student’s perceptions, learning, grammarAbstract
This paper discusses B1-level English students' perceptions of flipped classroom grammar learning (FL) in the context of English as a foreign language (EFL) at a university in Ecuador. It is an action research study, involving 69 B1-level English students across five classes and three instructors, and focused on within-subjects approach where students experienced a non-flipped grammar approach during the first 8 weeks of the semester (until midterm) and then a flipped learning approach (8 weeks). Surveys were conducted at the end of the semester to collect qualitative and quantitative data on students' perceptions of FL in English grammar learning. Additionally, semi-structured interviews with a subgroup of students provided detailed qualitative insights. The results indicated that students generally have positive perceptions of FL for grammar learning as watching grammar videos before class improves their understanding and positively impacts their performance. Although participants mostly prefer a flipped approach to learning grammar, some students expressed concerns regarding technical aspects of tutorial videos. Quantitative results from grammar tests show that students slightly improved their grammar academic performance. Overall, the study concludes that while flipped learning is perceived positively and has academic benefits, further refinement on the approach, particularly in the design of instructional videos, is necessary for optimal effectiveness.
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Copyright (c) 2025 Hamilton Ismael Quezada Guerrero , Kinga Paulina Tomczyk, Paola Vanessa Santamaría Velásquez
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