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This article demonstrates the way flipped learning is implemented in response to new learning environment to solve inadequacies in setting and enhance learning and teaching practices. Accordingly, in the Faculty of Arabic Language in Marrakech, flipped classroom is adopted as a pedagogical solution to approach novel occurrences in teaching and learning context, namely students’ irregular classroom attendance and quantity and variety of instructional material the students have to assimilate within an allotted time to meet deadlines. The question raised seeks to discover the extent flipped pedagogy is successful in improving the teaching and learning performances despite the mentioned inadequacies. For this purpose, and following flipped methodology, the course is disseminated to the learners through a technologybased tool of communication and physical classroom time is managed for discussion purposes rather than lecturing in a traditional way. The success of this implementation is measured through the assessment of the students’ performance in both online quizzes and on-campus exams. Pedagogical benefits and pending points in the implementation of such method in this particular context is thoroughly debated with the purpose to highlight the implications of this empirical case study for educators and researchers.

Flipped Learning for Repurposing EFL Class Time in Moroccan University