The implementation of flipped education into Turkish EFL teaching context

Serkan Boyraz, Gürbüz Ocak


This study aims to search for the effect of Flipped Classroom/Education (FC) on academic success and retention of knowledge in English teaching. Research includes two groups studying at compulsory English preparation class in 2013-2014 academic year and each group stands as control and experiment group once in two applications. The research employs a quasi-experimental method with a pre-post test control group design. The tests that were developed by the researcher were used to collect the quantitative data. Focus group interviews were carried out in order to collect personal opinions of students about FC and descriptive analysis were done on collected data. The test scores of experiment groups taught through FC in both applications are higher than the control groups taught through Traditional Education (TE) method and the difference is statistically significant. The rate of the positive comments on FC is %73.77 while the rate of negative comments is 17.39%.


Flipped Classroom/Education; Computer Assisted Learning; English Education

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