The Impact of the EFL Flipped Classroom Teaching Model (FCTM) on Student Engagement

This research explored the use of the flipped classroom approach in an English-speaking class with 27 students in mainland China. Both qualitative and quantitative methods were adopted to discuss the EFL learners' engagement in the flipped classroom. Results showed that although learners' engagement varied at different stages in the flipped classroom mode, it did stimulate students to be more engaged both prior to instruction and during class. As a result, conceivable progress has been made in the learner's performance. Further recommendations have been raised to help improve the effect of the flipped classroom approach.