Improving Grammar Skills through Flipped Learning: A Study of Pakistani ESL Learners at the University Level

Abstract

This study aimed to examine the effects of the flipped learning model on the grammar achievement of undergraduate English as a Second Language (ESL) students in Pakistan. A quasi-experimental research design was employed at a public university in Karachi, Pakistan. From the university's English department, two sections of first-year undergraduate ESL learners (each comprising 30 students) were selected through convenience sampling. These two sections were randomly assigned to either the experimental group (flipped classroom) or the control group (traditional instruction). Over a 10-week intervention period, the control group received instructions through conventional lecture-based methods, while the experimental group engaged with the flipped learning model, where instructional videos and materials were studied at home, and in-class time was used for interactive grammar activities. Pre-tests and post-tests were administered to measure grammar achievement in both groups. The results indicated a statistically significant improvement in grammar performance in the experimental group compared to the control group. The findings suggest that the flipped learning approach is more effective than traditional methods in enhancing grammar acquisition among Pakistani undergraduate ESL learners. The study discusses implications for ESL instruction in higher education contexts across Pakistan.