ENHANCING EFL GRAMMAR PROFICIENCY THROUGH FLIPPED CLASSROOM TECHNIQUES: A STUDY AT ARRASS COLLEGE OF TECHNOLOGY – International Journal of Social Sciences and Management Review

ENHANCING EFL GRAMMAR PROFICIENCY THROUGH FLIPPED CLASSROOM TECHNIQUES: A STUDY AT ARRASS COLLEGE OF TECHNOLOGY

Author: Dr. Abdullah M.A. Alhomaidan

ABSTRACT

This study examines the effectiveness of implementing flipped classroom techniques to enhance the grammar proficiency of EFL (English as a foreign language) students. The research involved 80 students enrolled at Arrass College of Technology in Arrass, Saudi Arabia. The flipped classroom methodology consisted of students accessing grammar lectures and instructional materials online prior to attending face-to-face class sessions. During these sessions, students engaged in interactive activities and discussions aimed at reinforcing their learning. Data was collected through pre- and post-tests to evaluate the impact of the flipped classroom model on students’ grammar skills.

The findings of the study revealed a significant improvement in students’ grammar proficiency following the implementation of the flipped classroom approach. This suggests that the flipped classroom model holds promise as an effective instructional strategy in language education. The results underscore the potential of flipped learning to enhance language-learning outcomes and create dynamic learning environments conducive to students’ linguistic development.

Keywords: EFL, English as a Foreign Language, grammar proficiency, flipped classroom, instructional strategy, language education, interactive learning, Arrass College of Technology, Saudi Arabia.

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