Flipped Classroom Improves German Grammar Acquisition in Nonlanguage Students

DOI

10.2991/978-2-38476-589-8_10How to use a DOI?

Keywords

Flipped Classroom; German Grammar; Learner Autonomy

Abstract

General Background: Foreign language instruction in non-language degree programs faces increasing proficiency demands despite limited instructional time, requiring alternative pedagogical approaches. Specific Background: The flipped classroom model reorganizes learning by shifting theoretical content to pre-class self-study and dedicating class time to active, problem-oriented activities in German as a foreign language (DaF) instruction. Knowledge Gap: Empirical evidence on the application of flipped classroom models for teaching German grammar to non-language majors in Kazakhstan remains limited. Aims: This study evaluates the implementation of a flipped classroom model for teaching the German Perfect Tense and examines its instructional design, learning outcomes, and student perceptions. Results: A mixed-methods quasi-experimental design with 78 A2-level students showed significant improvement in the experimental group (M = 12.4 to 16.8, d = 1.26) compared to the control group (M = 12.1 to 14.2, d = 0.63), indicating stronger gains in grammatical accuracy, metalinguistic awareness, and application skills. Qualitative findings revealed increased learner engagement, confidence, and autonomy. Novelty: The study provides context-specific empirical evidence and a structured instructional model for flipped classroom implementation in German grammar teaching within non-language higher education programs in Kazakhstan. Implications: The findings suggest that flipped classroom models can address limited contact hours by promoting autonomous learning and reallocating classroom time to interactive practice, offering a practical solution for foreign language education in similar contexts.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - A. K. Aubakirova
AU  - G. K. Tussupova
AU  - A. A. Niyazbekova
PY  - 2026
DA  - 2026/06/18
TI  - Flipped Classroom Improves German Grammar Acquisition in Nonlanguage Students
BT  - Proceedings of the 1st International Conference on Communication and Digital Multimedia 2025 (ICCDM 2025)
PB  - Atlantis Press
SP  - 109
EP  - 123
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-589-8_10
DO  - 10.2991/978-2-38476-589-8_10
ID  - Aubakirova2026
ER  -