<strong>ملخص الدراسة:</strong>

Study Aim: This study aimed to investigate the effectiveness of using flipped classroom on tenth graders' grammar learning and motivation for English. Study Approach and Sample: To achieve this aim, the researcher adopted the experimental approach and employed a sample of (60) EFL female learners studying at Ata Ashawwa Secondary School for Girls in East–Gaza Directorate. The researcher chose two classes of the nine ones available at the school: one class consisting of (30) students was used as an experimental group and the other also consisting of (30) students was used as the control group. The traditional method was used in teaching grammar to the control group, while the flipped classroom was used with the experimental one in the second term of the school year (2015-2016). Study Tool: As a main tool for the study, the researcher used an achievement test of four domains with (32) items designed and validated to be used as a pre- and posttest. Being used as a pretest, the achievement test was meant to prove groups' equivalence. Besides, it was used as a post-test to measure any possible differences between the two groups. Also, the researcher used a motivation scale (pre & post) to determine the students' motivation for English language. Study Results: The findings of the study revealed that there were significant differences in learning English grammar between both groups: the experimental and the control ones, in favor of the experimental group, and this can be attributed to the use of flipped classroom in teaching the experimental one. The findings revealed that there were significant differences in post application of the motivation scale between both groups in favor of the experimental group. This can also be attributed to the use of the flipped classroom in teaching the experimental group. Study Recommendations: Based upon the previous findings, the study recommended the necessity of implementing flipped classroom in teaching and learning English grammar to bring about better outcomes in students’ achievement. Also, the researcher suggested that further research should be conducted concerning the effectiveness of using flipped classroom on different English language skills and other school subjects as well. Keywords: Flipped Classroom, Motivation, Grammar Learning

<strong>توثيق المرجعي (APA)</strong>

Alzaytuniya, Samar Hassan (2016). The Effectiveness of Using Flipped Classroom on Tenth Graders' Grammar Learning and Motivation for English. الجامعة الإسلامية - غزة. 20950

ملخص الدراسة:

Study Aim: This study aimed to investigate the effectiveness of using flipped classroom on tenth graders’ grammar learning and motivation for English. Study Approach and Sample: To achieve this aim, the researcher adopted the experimental approach and employed a sample of (60) EFL female learners studying at Ata Ashawwa Secondary School for Girls in East–Gaza Directorate. The researcher chose two classes of the nine ones available at the school: one class consisting of (30) students was used as an experimental group and the other also consisting of (30) students was used as the control group. The traditional method was used in teaching grammar to the control group, while the flipped classroom was used with the experimental one in the second term of the school year (2015-2016). Study Tool: As a main tool for the study, the researcher used an achievement test of four domains with (32) items designed and validated to be used as a pre- and posttest. Being used as a pretest, the achievement test was meant to prove groups’ equivalence. Besides, it was used as a post-test to measure any possible differences between the two groups. Also, the researcher used a motivation scale (pre & post) to determine the students’ motivation for English language. Study Results: The findings of the study revealed that there were significant differences in learning English grammar between both groups: the experimental and the control ones, in favor of the experimental group, and this can be attributed to the use of flipped classroom in teaching the experimental one. The findings revealed that there were significant differences in post application of the motivation scale between both groups in favor of the experimental group. This can also be attributed to the use of the flipped classroom in teaching the experimental group. Study Recommendations: Based upon the previous findings, the study recommended the necessity of implementing flipped classroom in teaching and learning English grammar to bring about better outcomes in students’ achievement. Also, the researcher suggested that further research should be conducted concerning the effectiveness of using flipped classroom on different English language skills and other school subjects as well. Keywords: Flipped Classroom, Motivation, Grammar Learning

توثيق المرجعي (APA)

Alzaytuniya, Samar Hassan (2016). The Effectiveness of Using Flipped Classroom on Tenth Graders’ Grammar Learning and Motivation for English. الجامعة الإسلامية – غزة. 20950