Flipping the classroom and tertiary level EFL students’ academic performance and satisfaction

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28 Citations (Scopus)


This study attempts to measure the possible impact that flipped teaching has had on the improvement of learners’ academic performance, as well as their satisfaction in a cross-cultural communication course. A total of 90 students learning English as a foreign language (EFL) were assigned to three conditions: a structured flipped classroom using a WebQuest active learning strategy, a semi-structured flipped classroom, and a traditional classroom. Results showed that the structured flip lessons were the most effective instructional intervention in improving participants’ academic performance, followed by the semi-structured flip lessons and the traditional lessons. Data collected from the questionnaire and interviews indicated that learners were more satisfied with the structured flip lessons than the semi-structured flip lessons. Given the positive results, the present study argues that the flipped classroom model could be a useful and promising pedagogical approach in EFL teaching. However, additional research is needed to contribute to the knowledge base of this approach across disciplines.

Original languageEnglish
Pages (from-to)605-620
Number of pages16
JournalJournal of Asia TEFL
Issue number4
Publication statusPublished - 1 Dec 2017
Externally publishedYes


  • Academic performance
  • English learning
  • Flipped teaching
  • WebQuest


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