Students' perceptions of grammar teaching in the EFL flipped classroom. A case study of a Swedish upper secondary class

Abstract

Flipped classrooms alter the traditional way of teaching by changing what students do in school and at home. Possible problems with the traditional classroom are that it is not time effective and very teacher-centered, which in the flipped classroom moves towards being learner-centered, and fostering learner autonomy and collaborative learning. Previous research has shown several solutions to these problems that may occur in the traditional classroom; however, its use in grammar teaching has not been subject to research. Therefore, this research project set out to investigate students’ perceptions towards the flipped classroom approach to the EFL classroom generally, and towards grammar teaching specifically. The results indicated that students were positive towards implementing the flipped classroom, and also that it may lead to increased learning of grammar.