The Impact of Flipped Teaching on Undergraduates' English Grammar Skills

Abstract

This study investigates the impact of the flipped teaching method on English grammar skills among undergraduate students in Pakistan. Employing an experimental design, the research compared flipped instruction (via Zoom) with traditional lectures across 40 BS English students (First semester) at GC University Faisalabad. Quantitative results from pre/post-tests, analyzed via independent sample t test, revealed statistically significant improvements in the flipped group (p = .001, η² = .25), with marked gains in complex grammar areas like verb tenses (24%) and article usage (23%). Closed-ended feedback questionnaire data showed 72% of students perceived enhanced grammatical accuracy, valued the flexibility of video lectures (75% approval) and collaborative in-class practice (65%). However, 25% preferred traditional methods, underscoring the need for tailored implementation. Error analysis demonstrated a 57–68% reduction in common mistakes, and longitudinal data confirmed superior retention (78% vs. 42% in controls after 4 weeks). The study highlights that flipped teaching is more efficient for learning grammar at BS level, particularly in large classes with limited resources. Recommendations include hybrid adaptations for low-tech environments, teacher training programs, and localized content development.