Effectiveness of flipped classroom in developing 11th graders’ grammatical competences in Arabic

ABSTRACT

Several studies reported the effectiveness of flipped classroom in facilitating learning and improving students’ learning experiences, but few have focused on language learning (Arabic in particular). This research aimed to explore the effectiveness of the flipped classroom strategy in developing female 11th graders’ Arabic grammatical competences in Arabic. A pre-test–post-test quasi-experimental design and a questionnaire were utilized to achieve such a purpose, using two equal groups (N = 100). The experimental group received the flipped classroom-based treatment, whereas the control group was taught with the usual method of teaching. Statistical methods (i.e. ANCOVA, t-test, and Pearson correlation coefficient) were used to analyze the data. The analysis revealed statistically significant differences between the mean scores of the post-test of the two groups in favor of the experimental group and a large effect size (F = 0.35). The study recommended using the flipped classroom strategy in developing the grammatical competence of native Arabic speakers, with all necessary technologies and infrastructure provided for schools.

KEYWORDS:

• Flipped classroom
• grammatical competence
• course system
• revised Bloom’s taxonomy

Acknowledgements

I would like to thank the editor and the reviewers of the journal for their constructive comments and suggestions. My thanks to Dr. Mutahar Qassem for his translation of some articles from Arabic into English.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Haifa Albahuoth

Haifa Albahuoth is a part-time lecturer at Qassim University. She has an MA in Curriculum and Methods of Instruction of Arabic. Her research interest is Methods of Teaching Arabic grammar.