Proactive Form-Focused Instruction in a Flipped Classroom: Implicit and Explicit Grammar Knowledge Development and Retention

The present study investigated the possible effects of proactive form-focused instruction on Iranian EFL learners’ explicit and implicit grammar knowledge improvement in a flipped and a traditional class and also examined the effect of flipped class on explicit and implicit knowledge retention. Two classes were randomly assigned to an experimental (n = 31) and a control (n = 28) group.  The former received proactive form-focused instruction through metalinguistic explanation in a flipped class, whereas the latter attended a traditional grammar class. Two implicit and two explicit knowledge tests were used to evaluate the learners’ explicit and implicit grammar knowledge development and retention. A set of pretests and two sets of posttests were administered immediately and four weeks after the last treatment session. Two mixed 3x2 multifactorial ANOVAs and post hoc tests were run to spot the differences in the measures between and within the groups. The results showed that both classes improved significantly in terms of learners’ implicit and explicit grammar knowledge. Furthermore, the experimental group showed a higher rate of knowledge retention. The findings can help and ensure language program designers, educational policymakers, and language teachers to capitalize on flipped courses to teach grammar effectively and help language learners retain both explicit and implicit grammar knowledge longer.