Flipped vocabulary learning among Turkish learners of English as a foreign language: a sequential explanatory mixed method study

Özkal, Ceyhun
This study tries to gain an insight into to what extent flipped learning (FL) enhances learning of new vocabulary items and what the students' opinions are about the flipped approach in enhancing their overall English proficiency and the learning of new English vocabulary items. To this end, the current study designed in a sequential explanatory mixed method recruited 55 pre-intermediate EFL students attending a private language institution in Denizli, Turkey. The treatment was implemented in two different semesters for four weeks each, and 10 words selected from their coursebook were assigned to the students to learn per week. The quantitative data was collected through a self-efficacy scale, a FL attitude scale, pre- and post-tests, while the qualitative data was obtained from two primary sources: individual interviews and weekly reflection reports. The non-class material was published online, and the students were engaged in related activities in the class. The pre- and post-test results revealed that the flipped class significantly outperformed the traditional one. Moreover, the findings signalled an overall positive attitude towards FL, substantiating the previous studies. However, certain drawbacks encountered and specific suggestions to leverage the flipped implementation were also reported. In addition, the use of FL was favoured in social science courses, while it was not preferred in science courses. The participants also appreciated the flipped vocabulary instruction in the learning of new words, yet they reported mixed opinions on FL in enhancing their overall English proficiency.