The Effect of Flipped Classroom Model on the Vocabulary Learning and Retention of Young EFL Learners

The purpose of The purpose of this study is to integrate the flipped classroom model (FCM) into vocabulary instruction and to analyze how it affects young learners' vocabulary learning and retention. In addition, the study intends to shed light on how parents and teachers perceive the FCM's role in fostering vocabulary growth in young learners. This study was conducted with 50 young learners in the 4th grade at a primary school in Gaziantep, Turkey. The data were collected through both quantitative and qualitative data collection instruments. Vocabulary tests were implemented to examine the level of learners' vocabulary before and after the treatment. In addition, qualitative data were obtained from the focus group interviews conducted at the end of the implementation to identify the parents' perceptions and views about the effect of the usage of the FCM on their children. Another source for the qualitative data was the classroom observations acquired through observing the learners during the implementation of the study. The data collected was triangulated through observations, interviews, and vocabulary tests. The results revealed that the levels of vocabulary learning performance and retention of these items for the experimental group learners were higher than those of the control group learners, and these results were statistically significant. The classroom observation analysis illustrated that the FCM positively affected the young learners' vocabulary learning, language achievement, in-class performance, and attitudes towards language learning. The data analysis of the focus group interviews also indicated that parents had positive opinions about the FCM. Furthermore, parents pointed out that the FCM raised their children's language comprehension, learning motivation, and language achievement.