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Digital technologies have become a driver of change that exerts tremendous impact across the disciplines, including education. The Flipped classroom model, carried out in a technology-enhanced environment, has been proven to bring educational innovations.  However, in the Vietnamese educational context, the adoption of the flipped model in interpreting courses for undergraduate students has been hardly touched upon in the existing literature. This current study is, therefore, an attempt to examine English-majored students’ perceptions about this teaching model on Moodle Learning Management Platform and put forward some proposals in the design and implementation of the Flipped Interpreting course. The data were collected using both quantitative and qualitative methods, including a Likert-scale questionnaire and individual interviews. The results revealed that students had positive perceptions toward the adoption of Flipped model and Moodle platform. Analyzing the interconnection of three domains in CoI framework and the additional domain of Technology Use, the authors then offer further recommendations for effective implementation of the model in the EFL classroom context.

Students’ Perceptions and Design Considerations of Flipped Interpreting Classroom