The impact of flipped learning on Thai secondary students’ grammar ability

This research study aimed (1) to examine the impact of the flipped learning on Thai secondary students’ English grammar ability, specifically on two grammar points—past simple and past perfect—and (2) to investigate students’ perceptions towards the flipped learning. This study included 35 students from a public secondary school in Northeast Thailand who were chosen using purposive sampling. A grammar test was used to determine their English grammar ability and which grammar points should be studied further. A pretest, a posttest, and a questionnaire were used to collect the data from the participants. The pretest and posttest mean scores were analyzed by using SPSS to determine t-test scores. The findings revealed that (1) the students’ posttest mean scores significantly improved at the significance level of .01, and (2) the students had positive perceptions towards flipped learning in all five aspects: content, materials, teaching methods, in-class activities, and overall . Furthermore, the students stated that flipped learning generated active, flexible and cooperative learning environments for studying English grammar, providing ample opportunities for them to practice applying their grammar knowledge in real-life situations. However, flipped learning required a significant amount of time and effort from both the teacher and the students in order to successfully learn English grammar.