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Developing grammar lessons: a flipped learning approach to elevate Thai EFL learners’ grammatical competence and writing performance
Author(s)
Date Issued
January 1, 2026
Type
Article
Abstract
This embedded mixed-methods study developed flipped grammar lessons and assessed their effects on learners’ grammatical competence, writing performance, and satisfaction. During an eight-week intervention, 31 Thai undergraduates majoring in English engaged in the flipped grammar lessons. To evaluate the effects of the intervention, data were generated from grammar tests, writing tests, a satisfaction questionnaire, and student logs. The paired-samples t-test results revealed significant improvements in learners’ grammatical competence and writing performance following the exposure to flipped grammar lessons. In terms of learner satisfaction, the questionnaire results revealed a high level of satisfaction with the lessons across three domains, particularly with their usefulness, design, and ease of use. The thematic analysis of student logs corroborated these findings, highlighting several favorable aspects of the lessons, namely learning flexibility, useful video functions, comprehensive content, enhanced grammatical knowledge, and improved writing performance. Nevertheless, unfavorable aspects were also reported concerning limited synchronous interaction, unstable internet connectivity, and self-regulation difficulties. This study extends flipped learning research by connecting the effects of flipped grammar instruction to writing development, an area that remains underexplored in existing flipped learning studies. The study provides empirical evidence and practical pedagogical implications supporting the potential effectiveness of flipped learning in grammar instruction.
Citation
Cogent Education, 13(1), 2026