شبكة المعلومات العربية التربوية

The present study was carried out to investigate the effectiveness of using a Flipped Learning (FL) strategy on fostering 4th year English Majors’ achievement in methodology course and their motivation towards the course at the Faculty of Education, Minia University. A quasi-experimental pre-posttest control group research design was employed. A language teaching program based on FLS was developed by the researcher and used with the treatment group, whereas, the conventional lecture method was used with the non-treatment group. Sixty female and male 4th year English Majors students were randomly chosen and divided into two groups the treatment and the non-treatment groups of the research. Tools of the study included a pre-post achievement test on methodology course, a language teaching FL-based program, a checklist of students’ computer literacy and a pre-post motivation scale. Analysis of data (using t-test) revealed that the treatment group significantly outperformed the non-treatment one on the post-performance of the achievement test. The treatment group significantly improved on the post-performance of motivation Scale as well. Discussion of these findings, recommendations and suggestions for further research are presented. (Published abstract)