The use of the flipped classroom approach to teaching English grammar

2021 ◽  
pp. 60-65
Author(s):  
Nur Sehang Thamrin ◽  
Rofiqoh
Keyword(s):  
Flipped Classroom ◽  
Teaching English ◽  
English Grammar ◽  
Approach To Teaching

scholarly journals THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

2019 ◽  
Vol 4 (33) ◽  
pp. 95-106
Author(s):  
Huu Anh Vuong Nguyen ◽  
Choon Keong Tan ◽  
Kean Wah Lee
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Potential Method ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teaching English ◽  
Structured Interviews ◽  
English Grammar ◽  
Qualitative Research Design ◽  
Grammar Rules

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

scholarly journals A pilot study of the flipped classroom approach in higher education

2020 ◽  
pp. 7-30
Author(s):  
Encarnación Almazán Ruiz ◽  
Raquel Fuentes Martínez
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Direct Consequence ◽  
Teaching Model ◽  
Teaching English ◽  
English Grammar ◽  
Class Time ◽  
English Classroom ◽  
The One ◽  
Teaching Grammar

Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred model, students actively expose to contents at home and the in-class time is used to do tasks related to the previously worked contents. The instrument employed for this study is a questionnaire designed to know students’ opinion about a flipped experience implemented in the English classroom. The results show that this teaching model can be a good option to avoid students’ demotivation when teaching English grammar.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

scholarly journals Optimizing Learning Management System to Teach English Grammar

2021 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Isnaini Nur Safitri ◽  
Pritantina Yuni Lestari
Keyword(s):  
Qualitative Research ◽  
Correct Answer ◽  
Management System ◽  
Learning Management System ◽  
English Department ◽  
Teaching English ◽  
English Grammar ◽  
Direct Explanation ◽  
Learning Management ◽  
Compulsory Subject

This study aimed to investigate the use of the Learning Management System (LMS) to teach English Grammar subject in online learning during a covid-19 outbreak. This study was descriptive qualitative research with second-semester students as the subjects of the study. They were students from the English department taking Structure 2 as the compulsory subject. The data were collected by conducting a survey to 71 students who were purposely selected to know the optimization of using LMS in teaching English Grammar during the covid -19 outbreak. The questionnaire was used to do a survey. The results show that the materials uploaded in the LMS are useful to help students understand English Grammar, especially for the topic taught in the second semester. Furthermore, the use of quiz features in LMS can motivate them to learn since they can know the results and the correct answer directly from the LMS. It also can increase students' confidence when doing the same test. However, it was found that the use of LMS cannot replace the direct explanation method from the teacher which is still stated as an effective way of teaching English Grammar subjects.

scholarly journals TEACHING ENGLISH GRAMMAR USING PROBLEM BASED LEARNING JO. WITH PUZZLE AT ENGLISH EDUCATION STUDENT OF IKIP SILIWANGI BANDUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Acep Haryudin ◽  
Trisnendri Syhrizal
Keyword(s):  
Practical Problem ◽  
English Education ◽  
Problem Based Learning ◽  
Social Situation ◽  
Education Student ◽  
Teaching English ◽  
Study Program ◽  
English Grammar ◽  
Education Study ◽  
Fact Finding

The the purposes of this resaearch was to find out students dificulty in mastering Grammar, and to find out the suitable method in improving students’ grammar mastery. The method of this research was Action Research as the application of fact finding to practical problem solving in social situation by involving the collaboration and cooperation of researcher and practitioners. The research took place at IKIP Siliwangi, focused on class A2 year 2016. Subjects of the research was 45 students of English Education Study Program. The finding and disscussion of this research was that Problem Based Learning (PBL) jo with Puzzle media could improve students’ grmammar mastery and students of English Education Study Program could 

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