the impact of flipped efl classrooms on pre-intermediate learners’ engagement, empowerment, and their overall grammatical achievement

The main purpose of this study was to probe into the effect of flipped classroom on iranian pre-intermediate learners’ engagement, empowerment, and their overall grammatical achievement. the current study was conducted at iran language institute (ili) in mashhad. participants were homogenized by an oxford placement test (opt). after administering the homogeneity test, 42 participants were selected. at first, a pretest was administered to both groups. then, the participants were assigned randomly to two groups; the control group benefiting from conventional non-flipped instruction, and the experimental group undergoing flipped instruction. flipped classroom is an instructional strategy that provides a new methodology and modality for teaching and learning by minimizing direct instruction in teaching and maximizing one-to one interaction and cooperative learning to encourage social interaction, teamwork and cultural diversity (tan et al., 2017). the whole process on intervention took ten sessions. also, engagement questionnaire (chenoweth, ushida, &murday, 2006) and learner empowerment scale (les) developed by frymier, shulman and houser (1996) were distributed to both groups once before and once after the treatment. at the end of the treatment, a posttest was run to examine the effect of the treatment. concerning learners’ empowerment and engagement, two separate paired samples test were conducted. the findings indicated that there was a significant difference between the pretest and posttest of empowerment and engagement. moreover, the learners’ grammatical achievement scores were compared using an independent samples t-test. the results indicated that there was a significant difference between the two groups’ mean scores on the posttest of their grammatical achievement.