The Effects of Three Types of Flipped Learning through Shad Application on EFL Learners’ Lexical and Grammatical Achievement

Akçayır, G, & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://www.sciencedirect.com/science/article/pii/S0360131518302045.

Al-Kathiri, F. (2015). Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges. English Language Teaching, 8(1), 189-204.

Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended education in the United States. Sloan Consortium.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Bezzazi, R. (2019). Learning English grammar through flipped learning. The Asian Journal of Applied Linguistics, 6(2), 170-184.

Buil-Fabregá, M., Martínez Casanovas, M., Ruiz-Munzón, N., & Filho, W. L. (2019). Flipped classroom as an active learning methodology in sustainable development curricula. Sustainability, 11(17), 45-77. https://doi.org/10.3390/su11174577.

Bulut, C., & Kocoglu, Z. (2020). The flipped classroom’s effect on EFL learners' grammar knowledge. International Journal of Mobile and Blended Learning (IJMBL), 12(4), 69-84.

Chang, D. Y.-S. (2023). Flipping EFL low-proficiency students’ learning: An empirical study. Language Teaching Research, 27(2), 1-22. https://doi.org/10.1177/13621688231165474.

Demirel, E. E. (2016). Basics and Key Principles of Flipped Learning: Classes Upside Down. International Journal of Languages, Literature and Linguistics, 2(3), 109-112. https://doi.org/10.18178/ijlll.2016.2.3.77.

Giuliano, C. A., & Moser, L. R. (2016). Evaluation of a flipped drug literature evaluation course. American Journal of Pharmaceutical Education, 80(4), 66-72. https://doi.org/10.5688/ajpe80466.

Gustian, K., Aridah, A., & Rusmawaty, D. (2023). The Benefits of Flipped Classroom Model for Efl Learners. Journal on Education, 5(4), 13918-13935. https://doi.org/10.31004/joe.v5i4.2411.

Hung, H. T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16–27.

Izadpanah Soltanabadi, M., Izadpanah, S., & Namaziandost, E. (2021). The effect of flipped classroom on Iranian adolescents: elementary EFL learners’ vocabulary recall and retention. Education Research International. 2021 (Special issue), 1-9. https://doi.org/10.1155/2021/3798033.

Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy. Frontiers in Psychology. 13, 1-12. https://doi.org/10.3389/fpsyg.2022.981844.

Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education, 14(1), 1-13.

Jong, M. S. Y., Chen, G. W., Tam, V., & Chai, C. S. (2019). Adoption of flipped learning in social humanities education: The FIBER experience in secondary schools. Interactive Learning Environments, 27(8), 1222–1238. https://doi.org/10.1080/10494820.2018.1561473.

Khanahmadi, A., & Nasiri, S. (2022). The effect of flipped classroom approach on the Iranian high school EFL learners’ performance. Journal of Research in Techno-based Language Education, 2(2), 49-61.

Khoshsima, H. (2021). The Comparison of the Use of Data-driven Learning in Flipped, Blended and Conventional Classes on Students’ Grammar Learning. Journal of English Language Teaching and Learning, 13(28), 285-296. https://doi.org/10.22034/ELT.2021.48829.2462.

Kim, J. E., Park, H., Jang, M., & Nam, H. (2017). Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260–284. https://doi.org/10.1111/flan.12260.

Lage, M. J., Platt, G., & Tregila, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. https:// https://doi.org/abs/10.1080/00220480009596759.

Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.

Li. Z., & Li, J. (2022). Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research. Frontiers in Psychology. 13, 1-6. https://doi.org/10.3389/fpsyg.2022.810701.

Linling, Z., & Abdullah, R. (2023). The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review. SAGE Open, 13(1), 1-13. https://doi.org/10.1177/21582440221148149.

Mandasari, B., & Wahyudin, A.Y. (2021). Flipped Classroom Learning Model: Implementation and Its Impact on EFL Learners’ Satisfaction on Grammar Class. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 150-158.

Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.

Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D. K. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE—Life Sciences Education, 9(4), 473-481.

Mundir, Ahmad, A. A. A., Keezhatta, M. S., Amal, B. Kh. Sharma, S., Shanan, A. J., Ali, M. H., & Farooq Haidari, M. M. (2022). The comparative effect of online instruction, flipped instruction, and traditional instruction on developing Iranian EFL learners’ vocabulary knowledge. Hindawi Education Research International, (2022), 1-9. https://doi.org/10.1155/2022/6242062.

Nation, I. S. P. (2001). Learning Vocabulary in Another Language, Cambridge University Press.

Polat, E., Hopcan, S., & Arslantaş, T. K. (2022). The association between flipped learning readiness, engagement, social anxiety, and achievement in online flipped classrooms: a structural equational modeling. Education and Information Technologies, 27(8), 11781-11806. https://doi.org/10.1007/s10639-022-11083-8.

Rezaei Fard, Z., Shahrokhi, M., & Talebinejad, M. R. (2021). The effect of flipped classroom on Iranian ESP students’ vocabulary learning, retention and attitude. International Journal of Foreign Language Teaching and Research, 9(35), 115-129.

Saidah, S. (2019). The effectiveness of flipped classroom in teaching grammar of EFL students. English Education. Journal of English Teaching and Research, 4(2), 193-206.

Schlairet, M. C., Green, R., & Benton, M. J. (2014). The flipped classroom: strategies for an undergraduate nursing course. Nurse Educator, 39(6), 321-325.

Sivarajan, S., Soh, E. X., Zakaria, N. N., Kamarudin, Y., Lau, M. N., Bahar, A. D., ... & Naimie, Z. (2021). The effect of live demonstration and flipped classroom with continuous formative assessment on dental students’ orthodontic wire-bending performance. BMC Medical Education, 21, 1-12.

Sun, J.C.-Y., Wu, Y.-T. and Lee, W.-I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology, 48(3), 713-729. https://doi.org/10.1111/bjet.12444.

Zarei, A. A. & Asadi Amani, M. (2018). The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 37(3), 211-238. https://doi.org/10.22099/jtls.2019.32248.2637.

Zarrinfard, Sh., Rahimi, M., & Mohseni, A. (2021). The impact of flipped classroom on learning outcome in a general English course: grammar and vocabulary gains in focus. International Journal of Foreign Language Teaching and Research, 9(38), 65-80.

Zou, D., Luo, Sh., Xie, H., & Hwang, G. J. (2020). A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings, Computer Assisted Language Learning, 35(8), 1811-1837. https://doi.org/10.1080/09588221.2020.1839502.