The Effectiveness of Different Modalities in Facilitating Grammar Acquisition in the Flipped Classroom

Abstract

The flipped classroom model (FC), as a new instructional approach, has been implemented by different disciplines over the past few years. However, the use of this model is still in its infancy in the field of foreign language education. The present study explored the efficacy of using the FC model in facilitating the acquisition of grammar among novice level learners of Chinese as a foreign language by measuring their comprehension and awareness of usage of the target grammar patterns as well as by collecting responses from a semi-open-ended questionnaire regarding learners' experience of and attitudes towards the FC model.