This pre-test post-test quasi-experimental study was grounded in a mixed method embedded design to delve into the quality and efficiency of flipped classroom model in enhancing university prep students’ overall academic performance in EFL and that in its...
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This pre-test post-test quasi-experimental study was grounded in a mixed method embedded design to delve into the quality and efficiency of flipped classroom model in enhancing university prep students’ overall academic performance in EFL and that in its sub-skills in addition to the durability of that performance. The study has also pioneered to reveal the impact of gender on flipped classroom EFL learners’ post-test scores. Quantitative data was gathered through the administration of EFL Achievement Test to 41 EFL students enrolled at Foreign Language School, Gebze Technical University in two different classrooms randomly assigned as experimental (N= 21) and control group (N=20). The intervention lasted during the whole 2016-2017 fall term. On the other hand, qualitative data was collected through follow-up semi-controlled interviews with 9 experiment group students from different achievement groups. All the quantitative data was analyzed using Statistical Packages for Social Science
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