The Moderating Role of Learning Style in Flipped Classroom EFL Instruction

Differential Gains in Grammar and Writing

Abstract

This quasi-experimental study investigated whether the flipped classroom model differentially affects grammar and writing performance among intermediate EFL learners with auditory (n=30) vs. visual (n=30) learning styles, as identified by the VAK questionnaire. Using a pretest-posttest comparison group design, all participants received a 12-session flipped intervention featuring pre-class instructional videos and in-class collaborative tasks. ANCOVA results, controlling for pretest scores, revealed that while both groups improved significantly, visual learners outperformed auditory learners in both grammar (F (1,91) =9.623, p=0.002, η²=0.095) and writing (F (1,91) =8.267, p=0.005, η²=0.083). A mixed-design ANCOVA further showed that the flipped model yielded greater gains in grammar than writing across both groups (F (1,91) =6.215, p=0.014, η²=0.064). Perception data indicated that visual learners reported stronger alignment with pre-class visual materials, while auditory learners valued in-class collaboration most. No significant gender or age effects emerged. The findings suggest that flipped classrooms are broadly effective but may inherently favor visual learners; targeted multimodal adaptations (e.g., audio supplements) are recommended to enhance equity.