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Abstract
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Abstract
Previous studies have shown that learners with different cognitive styles, such as field-dependence and field-independence, respond differently to various instructional methods. Thus, this study aims to observe the effect of flipped classroom instruction on grammar achievement of the learners with two different cognitive styles. The participants are Iranian EFL beginners who have been grouped in advance as two classes by the institute which has made random sampling impossible and convenience sampling possible. One of these classes has been selected as an experimental group and the other class has become a control group. Both of the classes take a test before the experiment in order to be homogenized. The experimental group's participants join an online group on an Iranian application in which the teacher sends them videos before any grammar session in order to ask them watch the videos, but this process doesn't happen in the control group because the material is taught in the class by the teacher not by the videos. Therefore, in the control group, first the teacher teaches the grammar section and then they practice it together, but in the experimental group, the participants of which have watched the videos in advance, only a short review happens first and then they practice the assumed grammar point together. Therefore, interaction or practice time in the experimental group is more than the control group because the experimental group only reviews the material in a short time which saves the time for more interaction. At the end of the semester, an achievement grammar test is administered in order to compare the two groups' grammar achievement. A group embedded figures test is also administered to both groups in order to find out the participants' cognitive styles. Finally, two-way ANCOVA will be used to realize which of the four groups including flipped-FD, Flipped-FI, non-flipped-FD or non-flipped-FI will have the highest grammar score.
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