The aim of this research is to provide an example of how English language teaching practices can be arranged according to the layered flipped learning model. One of the qualitative research methods, the “action research” method, was used in this study. The research was conducted with fifth grade students in a secondary school in the Western Black Sea region of Turkey in the 2017/2018 academic year. In order to increase the validity of the data and enrich the meaningfulness of the results, data diversification was made. In this research, content analysis method was used to analyze and interpret the data. As a result of the research, it was observed that layered flipped learning model meets the interests and needs of the students and leaves the responsibility of learning to the students. Also it was observed that students preferred tasks for group work and this contributed to the fun of the lesson, to more effective learning, and to increased levels of active participation, motivation. Based on the results reached at the end of the research, it was thought that activities in the teaching process should be layered and each level should be preparatory to the other.

这项研究的目的是提供一个示例，说明如何根据分层的翻转学习模型来安排英语教学实践。本研究使用定性研究方法之一，即“行动研究”方法。该研究是在2017/2018学年在土耳其西部黑海地区的一所中学的五年级学生进行的。为了提高数据的有效性和丰富结果的意义，进行了数据多样化。在这项研究中，使用内容分析方法来分析和解释数据。研究的结果表明，分层的翻转学习模型可以满足学生的兴趣和需求，而将学习的责任留给了学生。另外还观察到，学生更喜欢小组工作，这为课程的乐趣，更有效的学习以及积极参与，积极性的提高做出了贡献。根据研究结束时获得的结果，认为在教学过程中应该对活动进行分层，并且每个级别都应该为彼此做准备。