Investigating the effect of flip instructionon learning Arabic syntax: A comparative study of traditional teaching methods and modern standard and virtual teaching methods in Sadi Al-Hayat educational complex

Reverse teaching as an educational strategy and a kind of combined learning plays an important role in deepening and facilitating learning and the attractiveness and dynamism of education. Teaching Arabic grammar has long faced problems such as traditional teaching methods, content appropriate to the student's level, which, in addition to the reluctance of learners to learn, does not achieve its educational goals. Since the effectiveness of reverse teaching in various fields of education, especially foreign language teaching, has been proven, the present study is an attempt to use this new approach to suggest reverse teaching to improve the purpose and quality of advanced Arabic learners. Compare it with traditional methods. For this purpose, a training class (30 people) was selected from the learners of the 100th Higher Level stage by available sampling and was divided into two experimental groups and one control group. By employing a quasi-experimental method of pre-test-intervention-post-test, learners' performance in parallel syntax tests, before and after the educational intervention, is examined by SPSS software and one-way analysis of variance test. it placed. The results showed that all three educational groups had educational development in syntax skills in the post-test stage, but the Tukey posterior test showed that the standard teaching method compared to the other two strategies, has a more positive effect on improving the quality of syntax education. This significant difference in teaching methods has been studied, studied in detail and reported.