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The acquisition of multiword expressions (MWEs), particularly idioms, plays a crucial role in achieving native-like fluency and communicative competence in English. However, effective pedagogical approaches for teaching idioms remain insufficiently supported by empirical evidence, particularly technology-enhanced methods such as flipped learning in second language (L2) contexts. This quasi-experimental study investigates the impact of flipped learning compared with traditional non-flipped instruction on the idiom acquisition of low and upper intermediate L2 learners. A total of 195 Iranian English as a Foreign Language (EFL) learners were selected and assigned to experimental and control groups within each proficiency level. The experimental groups received flipped instruction over five sessions involving pre-class exposure to instructional materials via the Skyroom platform, while the control groups received traditional teacher-centered instruction during class time. Analysis of data collected from form-recall and meaning-recall tests revealed statistically significant differences between the flipped and non-flipped groups at both proficiency levels, with the experimental groups outperforming the control groups. The findings suggest that flipped learning enhances idiom retention and comprehension, regardless of learners’ proficiency level.
Kamal Heidari (Mon,) studied this question.