The impact of flipped classroom on receptive and productive vocabulary learning

Abstract

The aim of the present study was to measure the effectiveness of flipped instruction on vocabulary learning in terms of both receptive vocabulary and productive vocabulary. To do this, a post-test experimental research design was implemented. The experimental group was exposed to a four-week flipped instruction in which they worked on the pre-prepared videos designed by the teacher. The participants of the study are 60 high school students. After each lesson, a vocabulary quiz was administered. The results were analyzed by using the SPSS package program. Depending on the results, it can be stated that the implementation of flipped instruction holds promise for the language learning process in terms of vocabulary learning.