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Flipping EFL Low-Proficiency Students' Learning: An Empirical Study

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Title: Flipping EFL Low-Proficiency Students' Learning: An Empirical Study
Language: English
Authors: Daniel Yu-Sheng Chang (ORCID 0000-0001-5811-7402)
Source: Language Teaching Research. 2026 30(4):1962-1983.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Flipped Classroom, English (Second Language), Second Language Learning, High School Students, Low Achievement, Language Proficiency, Second Language Instruction, Outcomes of Education, Student Attitudes, Self Efficacy, Student Motivation, Grammar, Teaching Methods, Academic Achievement, Learning Experience, Foreign Countries
Geographic Terms: Asia
DOI: 10.1177/13621688231165474
ISSN: 1362-1688
1477-0954
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502938
Database: ERIC
FullText Text:
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  Data: Flipping EFL Low-Proficiency Students' Learning: An Empirical Study
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  Data: <searchLink fieldCode="AR" term="%22Daniel+Yu-Sheng+Chang%22">Daniel Yu-Sheng Chang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5811-7402">0000-0001-5811-7402</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(4):1962-1983.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 22
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Asia%22">Asia</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1177/13621688231165474
– Name: ISSN
  Label: ISSN
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
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  Data: EJ1502938
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        Value: 10.1177/13621688231165474
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      – Text: English
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      Pagination:
        PageCount: 22
        StartPage: 1962
    Subjects:
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Low Achievement
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Student Motivation
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      – SubjectFull: Grammar
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Learning Experience
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Asia
        Type: general
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      – TitleFull: Flipping EFL Low-Proficiency Students' Learning: An Empirical Study
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