Effects of Flipped Task-Based Learning on Grammatical Achievement and Learners’ Perceptions among Pre-service EFL Teachers

Abstract

This study aims 1) to compare the English grammatical achievement of students taught through flipped task-based learning and that of students taught through communicative language teaching, and   2) to examine learners’ perceptions of flipped task-based learning. The research employed a quasi-experimental design. The samples were 60 first-year undergraduates majoring in English Education at a public university, divided into an experimental group and a control group. The researcher assessed the students’ technological readiness and then divided them into the experimental group and the control group. There were 30 students in each group. The research instruments were 1) learning management plans, 2) grammatical achievement tests, and 3) a questionnaire on students’ perceptions. The findings of the study are as follows: 1) the learners in the experimental group who were taught through flipped task-based learning demonstrated significantly higher grammatical achievement than those in the control group, with a statistically significant difference in mean improvement scores at the .001 level and an effect size of 1.22 and 2) the learners reported a high level of overall agreement (M = 4.12, SD = 0.81), particularly in terms of engagement (M = 4.23, SD = 0.71). The model provided the students with opportunities to exchange ideas and participate in collaborative activities. However, some students expressed concerns regarding the pre-class workload, technological readiness, and the applicability of the flipped learning model to other courses. These findings suggest that flipped task-based learning can enhance students’ grammatical achievement and foster positive attitudes toward learning English. Additionally, it can develop students’ self-directed learning skills and encourage classroom participation.