ISSN: 2226-6348
Open access
This study explores the impact of the flipped classroom teaching method on English learning in Chinese vocational schools. A quantitative approach was adopted, involving a questionnaire survey of 100 students and a four-week teaching intervention. Data were analyzed using SPSS to assess reliability, validity, and correlations among variables. The findings reveal that the flipped classroom significantly enhances students’ English proficiency, particularly in learning motivation, communication competence and comprehensive quality.However, challenges such as limited digital teaching resources, uneven teacher training, and students’ lack of self-discipline in pre-class preparation hinder optimal implementation. The study contributes theoretically by enriching the discourse on flipped classroom pedagogy within vocational education and provides practical insights for educators to design more interactive, learner-centered classrooms. Recommendations include strengthening institutional support, enhancing teacher training, and fostering students’ autonomous learning skills. Future research should focus on long-term effects, cross-disciplinary integration, and adaptations to multicultural learning environments to maximize the potential of flipped classroom teaching method in vocational schools.
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National Conference Proceedings, Atlanta, GA.
Cevikbas, M., & Kaiser, G. (2020). Student engagement in a flipped secondary mathematics classroom. International Journal of Science and Mathematics Education, 20, 1455–1480. https://doi.org/10.1007/s10763-020-10061-y
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
Discover Education. (2024, January 31). Research on the influence of flipped classroom on self-efficacy in English language learning of Chinese higher vocational college students. Discover Education, 3(11). https://doi.org/10.1007/s44217-024-00097-8
Elazab, S. M. (2020). The effectiveness of the flipped classroom in higher education. Journal of Educational Research and Practice, 10(1), 50–62.
Febriati, F., Jaya, D., Nurhikmah, H., & Sujarwo, S. (2022). English teaching materials with flipped learning model in English course. Journal of Education Technology, 6(4), 643–651.
Gong, H. (2024). Discussion on the application of flipped classroom in English teaching in higher vocational colleges. Journal of Social Science Humanities and Literature, 7(3). https://doi.org/10.53469/jsshl.2024.07(03).24
He, W., Holton, A., Farkas, G., & Warschauer, M. (2022). Examining the impact of flipped learning on critical thinking and student engagement. Interactive Learning Environments, 30(5), 879–895. https://doi.org/10.1080/10494820.2019.1628783
Jouryabi, A. B. (2019). FL flipped classrooms in a vocational high-school in China: Students’ achievements. Economics, Business and Management. https://doi.org/10.12783/dtem/emba2019/29337
Lin, Y. T., & Hwang, G. J. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Educational Technology & Society, 21(2), 205–219.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K–12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), Article 4. https://doi.org/10.1186/s41039-016-0044-2
Mandasari, B., & Wahyudin, A. Y. (2021). Flipped classroom learning model: Implementation and its impact on EFL learners’ satisfaction in grammar class. Ethical Lingual, 8(1), 1–10.
Mustafa, C., & Gabriele, K. (2022). Student engagement in a flipped secondary mathematics classroom. International Journal of Science and Mathematics Education, 20(6), 1455–1480. https://doi.org/10.1007/s10763-021-10213-x
Natalija, S., & Tarik, S. (2024). Flipped classroom method application: Case study analysis. Baltic Journal of Modern Computing, 12(2), 150–154.DOI: 10.22364/bjmc.2024.12.2.02
Niepin. (2020). Design and application of project-based “flipped classroom”. Educational Theory and Application, 2(1), 1–8.
Nyoman, Y. (2023). The effectiveness of flipped classroom in improving students' learning outcomes. Journal of Social Sciences and Humanities, 13(2), 100–110.
Piaget, J. (1972). The psychology of the child.
Ramen. (2021). The effectiveness combination of blended learning and flipped classroom with Edmodo as a digital media innovation for learning from home. Journal of Education Technology, 5(3), 434–442. https://doi.org/10.23887/jet.v5i3.36210
Smith, G. (2024). The role of pragmatics in cross-cultural communication. European Journal of Linguistics, 3(1), 13–24.
Suroyo, M., & Adiya, H. (2021). The flipped classroom teaching model for assisting students during the COVID-19 pandemic. Education Technology, 3(1), 17–25.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115–126. https://doi.org/10.1080/0309877X.2017.1356916
Zhen, Y. Z. (2023).Encouragement of heuristic education to develop students' learning talents. Curriculum and Teaching Methodology,6(21). https://doi.org/10.23977/curtm.2023.062118
Guanghui, Z., & Jamaludin, K. A. (2025). The Impact of Flipped Classroom Teaching on English Learning in Chinese Vocational Schools. International Journal of Academic Research in Progressive Education and Development, 14(3), 2169–2181.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode