This study investigates the impact of the flipped classroom (FC) strategy on the grammar proficiency of Saudi secondary students, specifically focusing on whether the FC approach improves their grammar skills. Conducted with 61 female students in Abha, the study divided participants into an experimental group using the FC method and a control group taught through traditional instruction. The research used a pretest-posttest design to compare grammar proficiency outcomes between the two groups over four weeks, focusing on grammar rules like adjective order and superlatives with present perfect tense.
Results indicated no statistically significant difference in grammar proficiency between the groups, though the experimental group showed a slight, non-significant improvement. The findings suggest that the FC method alone may not substantially enhance grammar skills, potentially due to high school students' varying levels of self-directed learning readiness and online learning engagement. The study highlights the importance of teacher training and lesson quality, as well as the role of intrinsic motivation in students’ online learning success. It calls for further longitudinal studies to explore the FC model’s impact across more comprehensive language learning objectives and suggests structured support to improve the method's efficacy for high school students.