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The purpose of this study was to explore the efficiency and the students’ perceptions of flipped classrooms, attentively designed to integrate lecture-oriented videos and an activity-centered off-line class, for twenty four EFL university students in a general English course. The regular and the flipped classrooms were compared in grammar and vocabulary knowledge by pre- and post tests. Student logs, a post-questionnaire and interviews in the flipped classroom were conducted to analyze the degree of integration of pre-preparation assignments and off-line class activities as well as the students’ perceptions. The results illustrated that (1) only the flipped classroom produced statistically significant changes in both vocabulary and grammar knowledge by Wilcoxon signed-rank test. The result by ANCOVA showed no difference, presumably, due to non-normal distribution in both groups. (2) The student logs suggested that well-blended flipped classroom maximized face time, retained more interaction and achieved learning goals. (3) The questionnaire and interviews showed the flipped classroom was highly positive in satisfaction, helpfulness, in-class activities and instructor’s roles, four pillars of F-L-I-PTM, benefits and comments. Especially Blackboard (Mobile) was instrumental in providing a flexible environment for assignments and technology-based activities in and out of class. However, ‘not doing assignments’ was the biggest obstacle as a part of disadvantages.

The Comparison between Regular and Flipped Classrooms for EFL Korean Adult Learners