---
title: "Investigating the improvement of students' performance and"
description: "The study asks whether a flipped classroom helps adult learners of English grammar build stronger problem-solving styles and… 29 references."
authors: ["Sh. Soleymani", "Kh. Aliabadi", "I. Zaraii Zavaraki", "A. Delavar"]
year: 2022
venue: "Fanāvarī-i āmūzish 16"
source: "https://jte.sru.ac.ir/article_1743_190b8db5441ffd7d6acaa40cb3340fe3.pdf"
doi: "10.22061/tej.2022.8820.2734"
licence: "CC BY (journal licence per DOAJ; Fanāvarī-i āmūzish)"
licence_url: "https://creativecommons.org/licenses/by/4.0/"
summary_licence: "Elamur Cosmic License"
canonical: "https://research.elamur.ai/free/en/papers/soleymani-2022-investigating-improvement-students-performance-autonomy/"
---
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# Investigating the improvement of students' performance and autonomy in problem-solving styles of learning English grammar under the flipped learning pattern

**Authors:** Sh. Soleymani, Kh. Aliabadi, I. Zaraii Zavaraki and A. Delavar · **Year:** 2022 · **Venue:** Fanāvarī-i āmūzish 16 · **Licence:** [CC BY (journal licence per DOAJ; Fanāvarī-i āmūzish)](https://creativecommons.org/licenses/by/4.0/)

**Links:** [Publisher's page](https://doi.org/10.22061/tej.2022.8820.2734) · [PDF](https://jte.sru.ac.ir/article_1743_190b8db5441ffd7d6acaa40cb3340fe3.pdf) · [DOI 10.22061/tej.2022.8820.2734](https://doi.org/10.22061/tej.2022.8820.2734) · [OpenAlex](https://openalex.org/W4376495798)

**Citations:** 0 citations (OpenAlex, 2026-10-14)

## Summary
The study asks whether a flipped classroom helps adult learners of English grammar build stronger problem-solving styles and more independence. It is a quasi-experimental, applied study run at the Aladdin English short-term training center in Iran with students enrolled between 2018 and 2020. Of 380 eligible learners, 220 remained after incomplete questionnaires were removed. They were split evenly into a control group taught with conventional lecture, drill and question-answer methods, and an experimental group taught with the flipped model. In the flipped group, the instructor shared books, slides, booklets and interactive tests through Telegram and WhatsApp before class, and class time went to discussion and practice. Problem-solving styles were measured before and after with the Cassidy & Long (1996) questionnaire. The data were analysed with repeated-measures tests and one-sample t-tests. The authors report that the flipped group improved in both performance and autonomy, and that learners seemed more confident. They conclude that the flipped model is a useful complement to traditional teaching. The extracted text does not give the exact effect sizes.

## Key points
- The sample was 220 learners (110 control, 110 experimental), drawn from a population of 380 at one language center between 2018 and 2020.
- The instrument was the Cassidy & Long (1996) questionnaire: 24 items, a three-option answer scale (yes / no / I don't know), and six factors. Three factors are constructive (creative style, confidence, approach tendency) and three are non-constructive (helplessness, suppression/control, avoidance).
- The intervention ran for 16 months over 10 courses, 5 per group, all taught by one instructor.
- Each course lasted either 39 sessions of 90 minutes (58.5 h, twice a week) or 20 Friday sessions of 180 minutes (60 h).
- Every session began with a review quiz on the previous lesson and a pre-test on the new content. Results were analysed with repeated measures and one-sample t-tests.

## Interesting ideas
- The design pairs a pre-test and post-test with a control group taught the usual way, so any gain is measured against an untouched baseline rather than on its own.
- The questionnaire offers "I don't know" as a legitimate third answer, which separates real uncertainty from a wrong yes or no.
- Instead of one score, the outcome is broken into constructive and non-constructive styles, such as avoidance and helplessness, which gives a diagnostic profile.
- Each session opens by re-checking the previous lesson before new material is introduced, which catches forgetting early.
- Responses that were only partly completed were dropped entirely rather than partially used, which keeps the measured groups clean.

## For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

- **I1** (learn): Every training or repair-rule change could be scored on the same item set before and after, alongside a frozen baseline model that acts as a negative control, so improvement is not confused with test drift.
- **I2** (answer): School-test and fable-QA readers could abstain explicitly when the world model lacks support, and abstentions would be scored separately from errors.
- **I3** (learn): Evaluation reports could tag failures by type, for example a refused parse, a frame silently skipped, or a confidently wrong answer, so each type of weakness can be tracked on its own.
- **I4** (learn): Before each self-play or silver-data training round, a regression probe on earlier-mastered constructions could run first, so old skills are not lost unnoticed.
- **I5** (learn): Silver examples where the witness parsers left parts of a sentence unresolved could be excluded as whole items rather than kept as fragments.

*Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.*

## Institutions

- [Allameh Tabataba'i University](https://md.research.elamur.ai/free/en/universities/allameh-tabataba-i-university/) — University, Tehran, Iran · 2 works · 21 citations

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## Cite

Cite as: Sh. Soleymani, Kh. Aliabadi, I. Zaraii Zavaraki and A. Delavar. 2022. Investigating the improvement of students' performance and autonomy in problem-solving styles of learning English grammar under the flipped learning pattern. Fanāvarī-i āmūzish 16.

The paper itself, not this page. BibTeX from the library's record of the work.

```bibtex
@inproceedings{soleymani2022investigating,
  title = {{Investigating the improvement of students' performance and autonomy in problem-solving styles of learning English grammar under the flipped learning pattern}},
  author = {Sh. Soleymani, Kh. Aliabadi, I. Zaraii Zavaraki and A. Delavar},
  booktitle = {Fanāvarī-i āmūzish 16},
  year = {2022},
  doi = {10.22061/tej.2022.8820.2734},
  url = {https://doi.org/10.22061/tej.2022.8820.2734}
}
```

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## References

29 references, 1 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

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*Updated 24 October 2026*