exploring the effects of flipped instruction on efl students' achievement and perceptions: old habits die hard

This study investigated the effect of flipped instruction on iranian efl learners’ english grammar knowledgedevelopment and compared it with a traditional lecture-based grammar class. moreover, the attitude and perceptions of those participants who had attended the flipped course were examined. two classes of iranian efl students were randomly assigned into an experimental (n = 24) and a control (n = 20) group. the flipped group watched videos and studied powerpoint slides, webpages as well as texts uploaded by the instructor before attending the class during which they engaged in collaborative activities such as pair and small group activities, language games, and picture-cued writing tasks while their counterparts in the traditional class received explicit instruction in the form of a lecture delivered by the instructor and completed the textbook exercises. a week after the instruction both groups took a grammar test and the flipped group also completed an attitude and perception scale. the results indicated that both flipped and traditional courses were equally effective in enhancing learners’ l2 grammar knowledge. additionally, analyzing learners’ perceptions of flipped classroom effectiveness revealed that most students preferred the traditional grammar course taken last semester to the flipped classroom. implications and suggestions for further research will be discussed