Implementing the Flipped Approach in an English-Medium-Instruction Educational Psychology Course: Student Learning Outcome and Perception

I-Chia Chou


Academic courses taught in English are already difficult for many EFL students. This is especially the case if the class is conducted primarily through lectures. The aim of this study is to show that the flipped approach (FA) in an English-medium-instruction (EMI) course may be an alternative to the traditional teacher-lecture course for EFL undergraduates, if certain weaknesses in the approach are addressed. The students overall had positive perceptions of the FA, but perhaps more important and less frequently noted is that, by using the FA approach, EFL instructors can more clearly identify student-learning challenges. It is not clear, however, if the FA approach can subsequently address these challenges. Therefore, some appropriate pedagogical suggestions and shortcomings are given for those who plan to implement the FA in an EMI course.


English-Medium Instruction, Flipped-Classroom Approach, EFL Undergraduates, Higher Education

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