SACM - Ireland
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9656
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Item Restricted Investigating The Potential Effectiveness of Implementing the Flipped Classroom Approach on Grammar Learning of Saudi EFL Male University Students; Students’ Attitudes, Achievements and Perceptions(Saudi Digital Library, 2026) Alenazi, Majed Eissa; Murray, LiamEnglish grammar is a fundamental component of language learning, yet it remains one of the most challenging areas for many learners of English as a Foreign Language (EFL), particularly in contexts where opportunities for meaningful practice are limited. This study investigated the effectiveness of the flipped classroom approach in teaching English grammar to Saudi EFL university students. It aimed to examine the impact of this approach on students’ grammar achievement and to explore their perceptions of learning through a flipped classroom model. The study was motivated by the continuing challenges Saudi learners face in grammar learning and the growing need for more student-centered and technology-supported teaching methods in higher education. A mixed-methods, quasi-experimental design was adopted. The study involved Saudi male university students and used a range of data collection tools, including tests, questionnaires, and a group interview, to evaluate both academic achievement and student perceptions. The flipped classroom approach was implemented by assigning instructional materials before class and using class time for practice, interaction, discussion, and teacher support. This design allowed students to engage with lesson content in advance and use classroom time more actively and meaningfully. The findings indicated that the flipped classroom approach had a positive effect on students’ grammar learning and was generally well received by the participants. Students showed clear improvement in their grammar achievement after the implementation of the approach, suggesting that the flipped model supported better understanding and application of grammatical structures. The findings also revealed that students developed positive attitudes towards this method of instruction and appreciated the opportunity to prepare before class and participate more actively during lessons. The results also suggested that the approach promoted greater engagement, and created a more supportive and motivating learning environment. These findings highlight the potential of the flipped classroom approach to enhance both academic performance and learner experience in grammar instruction. In general, the study concludes that the flipped classroom approach can be a useful method for supporting grammar instruction in Saudi EFL higher education contexts and may offer practical value for teachers and curriculum designers seeking to improve classroom practice.9 0