Flipped Classroom in Grammar Courses: Examining University Students’ Engagement in Indonesian EFL Contexts

Murdia, *Murdia
Nur, Rizki Israeni S
Amaliah, Suci

International Journal of Learning and Instruction (IJLI)
Vol. 8 No. 1 (2026): Vol 8, No 1 (2026): April 2026 Volume 8 Number 1 2026

AbstractIn English as a Foreign Language (EFL) learning, grammar courses remain a fundamental yet challenging component.Particularly, in terms where students often perceive grammar as intimidating. To address these challenges, learner-centeredapproach flipped classrooms have been introduced to enhance engagement and effectiveness. The study aimed to examinewhich dimensions of engagement (behavioral, emotional, and cognitive) contribute most significantly to the students’perception on the effectiveness of flipped classrooms in grammar courses. The perceived effectiveness referred to thestudents’ perception on instructional usefulness of flipped classrooms measured using a five-point Likert-scalequestionnaire along with the students’ engagement dimension. A quantitative design was employed with 100 universitystudents, who were selected through purposive sampling technique as they enrolled in grammar courses for one semester.Data were gathered through questionnaires and analyzed using regression analysis. The results indicate that students reportedrelatively high levels of engagement across all three dimensions (behavioral: M=4.06, SD=0.48, emotional: M=3.86, SD=0.59,and cognitive: M=4.09, SD=0.53). However, regression analysis depicted that emotional engagement (β = .949) was thestrongest predictor of perceived effectiveness, followed by cognitive engagement (β = .052). Whereas behavioralengagement (β = .003, p = .874) was not statistically significant. The results of this study contribute to the body ofliterature on flipped classrooms in EFL context and suggest that educators should design grammar lessons that not onlyencourage active participation but also stimulate emotional and cognitive engagement. Keywords: EFL Students’ Engagement, Flipped Classroom, Grammar Courses in Higher Education AbstractIn English as a Foreign Language (EFL) learning, grammar courses remain a fundamental yet challenging component. Particularly, in terms where students often perceive grammar as intimidating. To address these challenges, learner-centered approach flipped classrooms have been introduced to enhance engagement and effectiveness. The study aimed to examine which dimensions of engagement (behavioral, emotional, and cognitive) contribute most significantly to the students’ perception on the effectiveness of flipped classrooms in grammar courses. The perceived effectiveness referred to the students’ perception on instructional usefulness of flipped classrooms measured using a five-point Likert-scale questionnaire along with the students’ engagement dimension.A quantitative design was employed with 100 university students, who were selected through purposive sampling technique as they enrolled in grammar courses for one semester. Data were gathered through questionnaires and analyzed using regression analysis. The results indicate that students reported relatively high levels of engagement across all three dimensions (behavioral: M=4.06, SD=0.48, emotional: M=3.86, SD=0.59, and cognitive: M=4.09, SD=0.53). However, regression analysis depicted that emotional engagement (β = .949) was the strongest predictor of perceived effectiveness, followed by cognitive engagement (β = .052). Whereas behavioral engagement (β = .003, p = .874) was not statistically significant. The results of this study contribute to the body ofliterature on flipped classrooms in EFL context and suggest that educators should design grammar lessons that not onlyencourage active participation but also stimulate emotional and cognitive engagement.