Abstract#1 Abstract#2 Abstract#3 Abstract#4 Abstract#5 Research Gaps

The effect of the flipped

Is It Worth Flipping? The The Flipped Classroom Does the Flipped Classroom
Title classroom model on Iranian
Impact of Flipped Impact in Grammar Class on The Effectiveness of Flipped Lead to Increased Gains on
English foreign language
Classroom on EFL EFL Saudi Secondary School Classroom in Teaching Learning Outcomes in
learners: Engagement and
Students' Grammar Students’ Performances and Grammar of EFL Students ESL/EFL Contexts?
motivation in English
(Al-Naabi, 2020) Attitudes (Saidah, 2019) (Webb & Doman, 2016)
language grammar
(Al-Harbi & Yousif, 2016)
(Zahra & Siros, 2021)
Theoretical
Not mentioned Not mentioned Not mentioned Not mentioned Not mentioned
framework
Research
purpose/ to investigate the impact to examine the flipped to determine the effect of
to investigates whether the No research examined
questions of flipped learning on classroom strategy impact on to investigate the effect of the flipped classroom model
flipped classroom can lead the relationship
Omani EFL learners' secondary school students’ using the flipped classroom on intermediate and upper-
students to increased gains between self-regulated
grammar and to examine performances, perceptions, strategy to students’ intermediate learners’
on grammar learning learning and flipped
students' perceptions on and attitudes toward learning grammar mastery engagement and motivation
outcomes grammar classroom
the flipped classroom English grammar in learning English grammar

Research One-group research

a nonequivalent, post-test a pretest posttest quasi-
design a quasi-experimental one- design
only quasi-experimental An experimental design experimental mixed-methods quasi-experimental research
group research design Post-test only design
research design design
Research Institut Agama Islam Negeri EFL university contexts in
the foundation English course for six weeks’
context secondary school in Saudi (IAIN) and Interpretation Macau, China, and ESL Secondary school
programme in Arab Open period in the summer term
Arabia Science Department, community college contexts Diverse context
University-Oman in 2019
Indonesia in the US
Participants secondary school students The major of the
University students High-intermediate students intermediate and upper-
the experimental group participants is not
the experimental group the experimental group intermediate 360 English
28 university students (n = 20) identified
(n = 32) (n = 39) learners from four different
the control group students Secondary students
the control group (n = 29) the control group (n = 25) institutes
(n = 23) Level of proficiency
Research Pre-test, post-test and post-test grammar pre and posttest,
instruments pre-test pre-test and post-test Qualitative data for
semi-structured a questionnaire and semi- students' perceptions survey
and post-test Questionnaires triangulation
interviews structured interviews and focus groups
Data
t-test t-test
analysis t-test t-test descriptive statistics, and
descriptive statistics descriptive statistics Correlational analysis
content analysis ANCOVA tests
content analysis content analysis
Major flipped learning had a the flipped classroom
findings positive impact on enhanced students’ grammar
flipped classroom was experimental groups showed learners in the flipped
students' understanding performances, but this
effective in improving increased comfort in the self- classroom performed better
and usage of English difference was not
grammar mastery of the report data, and significant than learners in the
grammar. Students' statistically significant. The
experimental group gains on achievement traditional class
perceptions on the flipped students’ attitudes were
approach were positive positive.