The Effects of Flipped Learning on College Students’ English Grammar Ability and Learners’ Perceptions

The purpose of this study is to examine the effectiveness of Flipped Learning (FL) on junior college students’ English grammar learning. Forty-one freshmen participants majoring Police Administration attended traditional lecture-based English grammar classes before mid-term exam and completed the first-grammar test. After the midterm-exam, the students participated in flipped learning grammar classes and then took the post-grammar test. The participants also completed a questionnaire with open-ended questions. The results found that there was a significant increase in grammar-test scores, which indicates that the flipped learning English classes were effective in improving college students’ grammar competence. The participants reported that the flipped learning classes were more enjoyable and satisfying than traditional lecture-style methods. Despite the difficulty in watching FL videos constantly, learners were highly motivated in self-directed English grammar learning.