This study examined the effects of flipped learning on a practical English course. Planning and development included motivating students to learn target grammar and vocabulary. In-class learning focused on helping students to solve various TOEIC practice exercises through group interaction, to enhance their reading skills through reading passages, and to encourage them to read aloud any difficult text. For the post-class, students wrote English sentences using target vocabulary and the main English grammar points, which they had acquired earlier. In the 15th-week class, the survey results showed that this flipped learning class was effective in every category measured: interest, concentration, usefulness, participation, and appropriateness. However, for the efficient implementation of a flipped learning class, it is recommended to create a learning environment with smaller classes to allow for more individualized learning.
Nam-yeob Hwang (Sun,) studied this question.