Kirmizi, Ö.Kömeç, F.2024-09-292024-09-2920191305-578Xhttps://doi.org/10.17263/jlls.586096https://search.trdizin.gov.tr/tr/yayin/detay/317654https://hdl.handle.net/20.500.14619/9125The aim of the present study was to measure the effect of the flipped classroom on vocabulary learning in terms of both receptive and productive vocabulary. To do this, a post-test experimental research design was implemented. The participants of the study are 58 high school students. The experimental group was exposed to a four-week flipped instruction in which they worked on the pre-prepared videos designed by the teacher. The practice was done collaboratively inside the classroom. The control group was taught the target vocabulary in the traditional way in which the vocabulary presentation took place in the classroom and the practice was done as homework. Following the instruction of each group of words, a vocabulary quiz was administered to both groups. The results were analyzed by using the SPSS package program. The experimental group’s perceptions of the flipped classroom were also evaluated through an open-ended questionnaire. Depending on the results, it can be stated that the flipped classroom holds promise for the language learning process in terms of vocabulary learning. © 2019JLLS and the Authors - Published by JLLS.eninfo:eu-repo/semantics/openAccessFlipped classroomProductive vocabularyReceptive vocabularyArticle10.17263/jlls.5860962-s2.0-850719653904492N/A43731765415