Abstract Data from an EFL (English as a foreign language) graduate research methods course (N = 384) was used to assess the effect of flipped instruction on students’ exam performance over one academic year. Participants, who were enrolled in two different universities in Algeria, were randomly assigned to a flipped course (n = 192) and a conventional course (n = 192). Both the treatment and control groups took one semester (16 weeks) of traditional instruction in fall 2016. In spring 2017, the treatment group took a flipped course (16 weeks) while the control group continued to take a traditional course (16 weeks). Exam performance was assessed via three in-class measurements: four 45-min quizzes, one midterm, and one final exam. Flipped students exhibited statistically significant gains in exam scores than their non-flipped counterparts, implying the efficacy of flipped teaching, if carefully implemented, in optimizing students’ exam performance over traditional instruction.

中文翻译：

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客厅里的演讲，教室里的功课：翻转教学对EFL研究生考试成绩的影响

摘要通过EFL（英语作为外语）研究生研究方法课程（N = 384）获得的数据用于评估翻转教学对一个学年中学生考试成绩的影响。在阿尔及利亚两所不同大学就读的参与者被随机分配到翻转课程（n = 192）和常规课程（n = 192）。治疗组和对照组在2016年秋季都接受了一个学期（16周）的传统教学。2017年春季，治疗组接受了翻转课程（16周），而对照组继续接受了传统课程（16周）。考试成绩是通过三项课堂评估来评估的：四项45分钟的测验，一项期中考试和一项期末考试。成绩不佳的学生比非成绩不佳的学生表现出统计学上显着的分数提高，