{"pk":36040,"title":"Does the Flipped Classroom Lead to Increased Gains of Learning Outcomes in ESL/EFL Contexts?","subtitle":null,"abstract":"This research investigates whether the flipped classroom can lead\nstudents to increased gains on learning outcomes in 2 ESL/EFL\ncontexts in Macau, China, and the US. A pretest posttest quasiexperimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be\nassociated with the flipped approach (FA). The effectiveness of\nthe FA on students’ achievement with grammar-student learning outcomes was evaluated with a pretest and posttest grammar\ntest, along with students’ perceptions of their increased comfort\nand confidence using English grammar through a grammar survey. These data were triangulated with student focus groups and\nmeans of completed grammar assignments. The findings suggest\nthat although both the control and experimental groups showed\nincreased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups. The researchers of this study make recommendations for a flipped curriculum and materials design for ESL/EFL teachers in any context\nglobally","language":"eng","license":null,"keywords":[],"section":"Regular Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1ng94796","frozenauthors":[{"first_name":"Marie","middle_name":"","last_name":"Webb","name_suffix":"","institution":"San Diego State University, The University of San Diego, MiraCosta College","department":""},{"first_name":"Evelyn","middle_name":"","last_name":"Doman","name_suffix":"","institution":"University of Guam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36040/galley/26892/download/"}]}