The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement

Articles in Press

Document Type : Research Paper

Authors

1 Department of English Language and Literature, Azarbaijan Shahid Madani University

2 MA in TEFL, Azarbaijan Shahid Madani University, Tabriz, Iran

3 Professor of Educational Management, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

10.22034/elt.2025.67881.2797

Abstract

Prior research demonstrates that flipped approach in English as a Foreign Language (EFL) classroom positively affects learners' achievement. However, the way learners with distinct cognitive styles respond to this method remains unexplored. This study examines the effect of flipped classroom instruction on grammar learning of Iranian EFL beginners with different field-dependency. A convenience sample of two groups were given a Grammar pre-test and posttest to measure their grammar achievement. Learners in the control group were taught grammar based on their regular syllabus which involved strings of instruction, practice and homework assignment. A two-way ANCOVA revealed that FI learners in flipped classes outperformed their non-flipped counterparts, while FD learners in non-flipped classes performed better compared to FI learners, demonstrating an interaction between cognitive style and the type of instruction. Students identified as FN performed moderately well in both settings. Overall, flipped classroom led to better grammar achievement. The findings attest to the dynamicity involved in the functioning of flipped instruction. It is suggested that pedagogical variations, individual characteristics, and grammar assessment procedures be taken into account in designing and implementing flipped classrooms.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 04 October 2025

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