Incorporating Flipped Learning in Teaching English Grammar for EFL Students Across Proficiency Levels

Previous research has reported that flipped learning can enhance the students’ English skills and learning behaviors. However, some challenges remain mainly on the students’ ignorance and demotivation due to increased workload that should be accomplished. Moreover, empirical evidence on the benefits of flipped learning across proficiency levels in EFL context is considerably scant. This study, therefore, reports on the incorporation of flipped learning in teaching grammar to 94 first-semester undergraduate students at a private university in South Jakarta, Indonesia. Embracing a quantitative and qualitative design, three grammar tests (premidand post-tests) were administered to explore the impact of flipped learning on the students’ grammar skills across proficiency levels. A questionnaire with close-andopen-ended items was handed in to the students afterwards. The quantitative results demonstrated that the students’ grammar skills increased from the mean score of the pre-test to that of the post-test across proficiency levels. The qualitative results justified such positive impact; regardless of the students’ level of proficiency in English grammar because flipped learning could activate learning motivation, learner autonomy, and learning awareness. Limited vocabulary mastery, inability to manage the time, ignorance, and technical issues were still identified as the challenges in incorporating flipped learning in an EFL grammar class. Recommendations for future research are also presented.