No.

Exploring a Flipped
Title Learning Year Genre
1 Approach in Teaching
Grammar Class on EFL Saudi 2017 article
2 Grammar
Secondary for ESL
School Students
Students’
Is it Worth Flipping? The Impact 2016 article
3 Performances and Attitudes
of Flipped Classroom on EFL 2020 article
of FlippedGrammar
Students’ Learning in English as
4 Classroom Model and Its 2022 article
Second
5 Effectiveness on English 2019 article
perception of flipped classroom
Speaking Performance
6 2022 article
approach applied during online
 Context of the study
professors, and teaching assistants and it is free.

technology into classrooms and to equip learners with essential 21st-century

instructional practicesskills
in the(Alexander et have
ESL context al., 2017;
been striving to shift from
being
 Study aims/ research questions
(1) explore the effects of flipped learning approach in a grammar classroom through students’
toward learning
perceptions on itsEnglish independently.
effectiveness and feasibility.
(1) To investigate the impact of flipped learning on Omani EFL learners’ grammar.
(2) To examine students’ perceptions on the flipped classroom.
(1) To conduct a comprehensive assessment and analysis of the possibilities and understanding of
how Flipped Learning (FL) instruction influences the ability to transfer information and skill-
examines how fourth-year students and teachers recognize + Tothe
what extentclassroom
flipped could theapproach
application of
that
is utilized during online teaching and learning period.
 Design and sample

- 43 female English as a Foreign Language learners in

developed and Arabia.
Riyadh, Saudi shared with the students
(in their prioroftosecondary
second year the class.
A varaiety of activities were conducted in the class

Participants: conducted among fourth-year students and

teachers of the Faculty of English Language Teacher
 Data collection
* After all groups have completed the grammar
different teaching
presentation methods
videos, (Thethen
they were experiment
asked to lasted for
complete
of seven class periods - 45 minutes and a duration of six weeks. + through a variety of

Online questionnaires
 Findings
* These data show that most of the students were keen to learn grammar through
flipped classroom
* Flipped as opposed
classroom to traditional
strategy appeared grammar
to play a role classroom.
in enhancing the students’ grammar
performances, as the mean score of the experimental group was higherCahyono
students' involvement throughout the process of writing (Afrilyasanti, than that &
of the
Astuti, 2017; Gasmi & Thomas, 2017; Gasmi, 2016; Yu & Wang, 2016).
* the majority
Advantages: of participants
flipped classroomperformed
positivelythe different
impacts conversational
students’ activities
learning process comfortably
and time
due to the
management.increase in their motivation and the decrease in their
Disadvantages: interaction and commutation
 Implications
.
* Future studies should
* Teachers can usequantitatively * Future
and qualitatively
learning platforms, such as Moodle research
evaluate
or
teachers’ perceptions of adopting the flipped classroom in
Blackboard, where students can discuss the videos with their classmates before
the class to help
* Researchers them understand
noticed the content.
a lack of empirical data as only 25% of the 43 studies
provided
* using a flipped classroom approach can be oneindicates
data on the effects of the FL, which thateffective
of the most there is still a
teaching
and learning tactics, as well as assisting teachers in recognizing and assessing
students' needs, preferences, and challenges.
 Strengths
- have an empirical
theoretical framework
- thorough literature review.
* The research's internal
validity remains very high
Weaknesses
- The subject is confined to first-
year
* Thestudents
research is delineated within
a* coutry of a typical
The research background.
only uses one group
in a quasi-experimental research
 Link to the source
https://pdfs.semanticscholar.org/9f54/e563bbeec81dd4977cc55d56a5e2315a9d2f.pdf
https://files.eric.ed.gov/fulltext/EJ1113506.pdf
https://files.eric.ed.gov/fulltext/EJ1255482.pdf
https://files.eric.ed.gov/fulltext/EJ1341731.pdf
https://d1wqtxts1xzle7.cloudfront.net/61446973/iJET-Vol14-libre.pdf?1575705344=&response-content-disposition=