شبكة المعلومات العربية التربوية

This research aimed to disclose deficiency the flipped classroom strategy in developing skills to the classroom interaction in teaching the language grammars' to the second intermediate grade female students. The researcher followed the semi-experimental approach. The study sample members reached (53), varying between control and experimental group. The researcher used the following tools and materials: Observation card for the oral and non-oral classroom interaction. Questionnaire for the female students of the experimental sample. Interview card with the teacher. Procedural guide for the teacher and another for the student according to the flipped classroom strategy. The researcher designed interactive videos for a unit of study from the language grammar curriculum to the second intermediate grade female students by using (paw toon) program. She broadcast it across a technological educational authority (Google classroom). The researcher concluded the following results: 1) there are statistically significant differences at the indication level 0.05 between the averages of the grades of the control and experimental groups in the oral classroom interaction skills in the teaching the language grammars' to the second intermediate grade female students by using the flipped classroom strategy in favor of the experimental sample. 2) There are statically significant differences at the indication level 0.05 between the average of the grades of the control and experimental groups in the non-oral classroom interaction skills in teaching the language grammars' to the second intermediate grade female students by using the flipped classroom strategy in favor of the experimental sample. 3) There are no statistically significant differences at the indication level 0.05 between the averages of the students' grades in the oral and non-oral classroom interaction skills in teaching the language grammars' to the second intermediate grade female students by using the flipped classroom strategy. 4) There are no statically significant differences at the indication level 0.05 between the point of view of the teachers and students in achieving an encouraging classroom environment for the oral and non-oral classroom interaction skills in teaching the language grammars' to the second intermediate grade female students by using the flipped classroom strategy. (Published abstract)