Mae Fah Luang University, Thailand
Based on communicative approach, this study examines the effects of ICT-aided flipped classroom on students’ grammar achievement at one Cambodian university. Adopting purposive sampling technique, there are 81 participants: 41 in the control group receiving non-flipped classroom and another 40 in the experimental group participating in ICT-aided flipped classroom. The research instruments used are pre-test, post-test, formative assessment and student logs. After one semester, the results from the pre-test and post-test indicate both groups perform grammar academically better yet the experimental group achieve higher scores with medium effect size. Moreover, the average scores from the formative assessment also keep rising and support the findings from the tests. The student log shows students’ participation in viewing videos and reading handouts in advance and this correlates to higher academic performance. The current study suggests three possible aspects influencing the improvement of grammar such as prior-to-class activities, in-class activities and teaching process. With these positive findings, this paper calls for more studies with respect of flipped classroom across other English skills, disciplines and theories.
Flipped classroom, information and communication technology (ICT), Verso, Prezi, Kahoot, grammar achievement