TEACHING GRAMMAR CLASSES WITH FLIPPED LEARNING IN ENGLISH

Abstract

The rapid development of educational technologies and student-centered pedagogical approaches has significantly transformed the teaching of English grammar in recent years. Traditional grammar instruction, which often relies heavily on teacher explanation and repetitive exercises during class time, has increasingly been criticized for limiting student engagement, reducing communicative practice, and failing to support independent learning skills. In response to these challenges, flipped learning has emerged as an innovative instructional model that reorganizes the learning process by transferring direct instruction outside the classroom and dedicating classroom time to active learning tasks. This article examines the effectiveness of teaching grammar classes through flipped learning in English language education.