Flipping EFL low-proficiency students’ learning: An empirical study

Abstract

While the flipped learning approach has been widely implemented in science-relevant subjects, little empirical research has been conducted in language learning, particularly among low-proficiency learners. The present study aims to examine the pedagogical effects of flipped learning on low-proficiency students’ learning outcomes and attitudes (motivation and self-efficacy). An eight-week experiment was conducted on 52 low-proficiency learners who attended intensive English grammar classes in a national high school. The experimental group (EG) (27 students) learnt with the flipped approach whereas the contrast group (CG) (25 students) was taught through a conventional approach. The performance by both groups in grammar, writing and learning motivation and self-efficacy were collected for analysis. The EG’s learning experience was also qualitatively explored. The results show that the EG significantly outperformed the CG in terms of overall learning achievement, motivation and self-efficacy. Additionally, despite facing challenges at some points, the EG gave positive comments on the pedagogical effects of flipped learning, judging it to be interesting and leading to active engagement. This article concludes with a discussion of the effects of the flipped learning approach on low-proficiency language learners and with instructional implications for future empirical research.