Using Adaptive Flipped Learning Model to Develop EFL Secondary Stage Students' Vocabulary Learning, Retention and Autonomy

The present study sought to examine the efficacy of an adaptive flipped learning model in enhancing vocabulary acquisition, retention, and learner autonomy among first-year secondary school students. To fulfill this objective, a quasi-experimental research design was employed. Two equivalent groups (N = 30 per group) were selected purposefully based on the learning styles (verbal or visual). Each group included (15 verbal learners and 15 visual learners). The experimental group received instruction on Units 7, 8, and 9 through the adaptive flipped learning model, whereas the control group was taught using conventional instructional methods. To assess the targeted outcomes, the researcher administered a vocabulary pre-test, post-test, and delayed post-test, alongside a learner autonomy scale. The findings demonstrated statistically significant improvements in both vocabulary performance and autonomy among students in the experimental group. Furthermore, the experimental group outperformed the control group across all measured variables, thereby affirming the effectiveness of the adaptive flipped learning intervention

• vocabulary acquisition
• vocabulary retention
• learner autonomy
• EFL learners
• high school students
• flipped classroom

• 4 — Quality education

• Innovative Teaching Methods
• Second Language Acquisition and Learning
• EFL/ESL Teaching and Learning
• vocabulary acquisition
• vocabulary retention
• learner autonomy
• EFL learners
• high school students
• flipped classroom
• Education
• Developmental and Educational Psychology
• Language and Linguistics
• Social Sciences
• Psychology
• Arts and Humanities