the effect of flipped learning model on intermediate iranian efl learners’ intentional and incidental grammar learning

This study was an attempt to examine the effect of flipped learning model on iranian efl learners' incidental and intentional grammar learning. three groups took part in the study: one control group who learned grammar through common traditional techniques used in efl classes and two experimental (intentional grammar learning and incidental grammar learning) groups who learned grammar through flipped learning model. the intentional grammar learning group received the grammar structures in which the target words and structures were bold before the classroom session. the participants of the incidental grammar learning group, however, were provided with the structures and the audio files containing the target rules which were sent to them through whatsapp before the classroom session. one-way anova was used to examine the effectiveness of the teaching techniques. the results of the analysis revealed a significant effect of the treatment techniques on the grammar development in favor of the flipped classroom model for the intentional grammar learning group. the study has some implications for language teachers, learners, and material designers.