Flipped classroom instruction and language proficiency gains among undergraduate ESL learners: A mixed methods study
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This study investigated the potential of the flipped classroom model to support language proficiency, motivation, and engagement among undergraduate English as a Second Language (ESL) students, and explored students’ perceptions and experiences with this instructional approach. A mixed-methods design was employed, combining quantitative data from pre- and post-tests on language proficiency and motivation–engagement tests with qualitative data gathered through interviews and focus groups. The study involved 100 ESL students, divided into flipped and traditional classroom groups. Within-group analyses showed that students in both groups made statistically significant progress in language proficiency and motivation. However, greater gains were observed in the flipped classroom group. Qualitative findings revealed that students in the flipped classroom valued the flexibility of accessing content at their own pace, increased peer collaboration, and more active class participation. They also reported challenges related to time management and comprehension of pre-class materials, especially for lower-proficiency learners. The findings suggest that the flipped classroom can support meaningful improvements in language learning, engagement, and collaborative experiences. Based on the results, the study recommends the use of high-quality pre-class materials, structured support, and responsive feedback tailored to students' diverse needs. Further research is needed to explore the long-term impact of the flipped classroom model on academic achievement and language retention in ESL contexts.
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