Marghany, M. (2023). A flipped classroom-based program to develop the Egyptian EFL sophomores’ achievement in morphological affixes. CDELT Occasional Papers in the Development of English Education, 81(1), 193-218. doi: 10.21608/opde.2023.298831
Marghany Mahmoud Marghany. "A flipped classroom-based program to develop the Egyptian EFL sophomores’ achievement in morphological affixes". CDELT Occasional Papers in the Development of English Education, 81, 1, 2023, 193-218. doi: 10.21608/opde.2023.298831
Marghany, M. (2023). 'A flipped classroom-based program to develop the Egyptian EFL sophomores’ achievement in morphological affixes', CDELT Occasional Papers in the Development of English Education, 81(1), pp. 193-218. doi: 10.21608/opde.2023.298831
Marghany, M. A flipped classroom-based program to develop the Egyptian EFL sophomores’ achievement in morphological affixes. CDELT Occasional Papers in the Development of English Education, 2023; 81(1): 193-218. doi: 10.21608/opde.2023.298831
A flipped classroom-based program to develop the Egyptian EFL sophomores’ achievement in morphological affixes
Dept., of Languages and Translation Higher Institute for Specific Studies, Haram
Abstract
The current study examined the effectiveness of using flipped-classroom based program in teaching morphological affixes to Egyptian EFL learners. In other words, the present study investigated the improvement of Egyptian EFL students’ performance in using FL morphological affixes. One hundred second-year English-majoring students participated in the present study. They were divided into a control group and an experimental group. Fifty participants were assigned to each group. The experimental group participants were taught the FL morphological affixes by using the flipped-classroom program, while their control group counterparts were taught the FL morphological affixes by using a conventional method. Data were collected through the means of a pretest and a posttest. For the purpose of quantitative data analysis, the Paired Samples T-Test and the Independent Samples T-Test were employed. As for qualitative data analysis, the performance of each examined group in using FL morphological affixes was described twice in the pretest and the posttest to determine their trouble spots. Findings indicated better improvement in the experimental group’s performance in comparison to that of the control group. The present study drew implications for teaching morphological affixes in the Egyptian EFL context on the basis of the flipped classrooms.
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