The Effects of Flipping an English for Academic Purposes Course

This article addresses the lack of research into the effects of flipping tertiary level English for Academic Purposes courses. An experimental method was used to compare the outcomes and satisfaction of students (n=29) enrolled in a flipped and a traditional version of an Advanced Presentation and Discussion course at a university in South Korea. Results show that students in the traditionally taught class achieved better objective assessment outcomes, students in the flipped class achieved better competency-based assessment outcomes, and satisfaction was the same. These findings are of interest because they confirm some previous assertions about flipped learning while contradicting others. It is suggested that instructors need to consider the instructional design, video production, use of face-to-face time, and audience-specific considerations at the outset of establishing a course in order to develop effective learning environments.