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In the era of educational digitization, many teachers have widely adopted the flipped classroom approach to enhance their English teaching, supplementing in-class time and promoting learner autonomy. However, the application of the flipped classroom approach in teaching grammar to high school students remained underexplored, with limited research investigating its impacts. This study aims to investigate the impact of the flipped classroom approach on the grammar performance of high school students and their attitudes toward this instructional method. Forty-eight students, divided into a control group and an experimental group, participated in a 10-week grammar course. The study employed a pre-test and a post-test to examine the impacts of this approach in teaching grammar and semi-structured interviews to explore students’ opinions. Results revealed that after the treatment, the experimental group achieved better grammar performance than the control group. Positive attitudes toward the flipped classroom strategy were also recorded in students’ responses. These findings suggest further pedagogical implications for flipping grammar classes to improve both students’ academic performance and communicative competence.References
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