An Empirical Study On College English Grammar Instruction Based On Flipped Classroom Mooel

This study attempts to investigate the effect of flipped classroom in college English grammar instruction through grammar tests and to assess college students' perceptions of this teaching model through questionnaires.The subjects involved in the study were two classes of students,with a total of 107 youngsters,at a private college in Xi'an,Shaanxi province.One class,with 57 students in total,was chosen to be the flipped group as the experiment class.The other one with 50 students,named as the control group,received traditional lectures.They were taught by the researcher the same grammatical rules about attributive clause,noun clause and subjunctive mood.It took three weeks to finish the whole experiment.The instruments used in this study included questionnaires,pre-and post-tests on grammar and semi-structured interviews.Independent-Samples T Test and Paired–Samples T Test were employed to analyze data collected and answer the research questions with the help of the SPSS18.0.The findings were that flipped classroom had positive influence on students' perceptions of grammar learning and that a statistically significant difference occurred in students' perceptions of grammar learning before and after the experiment.Besides,flipped classroom model and the traditional teaching method both had positive effect on the improvement of students' performance in grammar test.No evidence showed that flipped classroom had a more positive effect on grammar test performance than the traditional method of instruction.