Abstract
ABSTRACT
In this study, the effects of the flipped classroom model (FCM) on young learners' vocabulary learning in EFL classrooms, as well as teachers' and parents' perceptions of utilizing the FCM for vocabulary development, were investigated. Quantitative data were gathered through pre, post, and retention tests. 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 of the qualitative data was the classroom observations acquired through observing the learners during the implementation of the study. 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 showed 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.
Key words: Flipped classroom model, vocabulary learning, young EFL learners