Innovation in Language Learning

Though student perceptions of improved learning outcomes associated with specific cases of Flipped Classroom (FC) in science subjects have been widely studied, research that explores methodological strategies of FC to promote deep and consolidated learning in language teaching is rare. This study presents a model that resolves the explicit-learning-versus-implicit-acquisition conflict in language teaching with the FC approach. It is based on the experiences of a content and language integrated advanced undergraduate English course that aims to develop students’ critical thinking through the learning of argumentation. Online lectures follow a Presentation, Practice and Production (PPP) approach and offline lessons are task-based. 89 students from 3 classes took the course. 2 questionnaires that surveyed students’ use of self-regulated learning strategies, learning engagement in class, and preference and perceptions of the approach were given to the students twice 8 weeks apart to answer the following two research questions: 1. How well is the combination of PPP and TBLT received by the students? 2. What is the effect of the approach on the students’ learning? The findings revealed that the majority of students regard PPP and TBLT to be complementary and are in favor of a flipped approach that combines both in language learning. The purpose of this paper is to contribute to our understanding of methodological strategies in the implementation of FC in language teaching.