This pilot study investigates the implementation of fl ipped learning in a Japanese university setting, specifi cally within an English language course. It focuses on three main areas: studentsʼ perceptions of fl ipped learning, their adherence to this teaching approach, and its impact on academic performance. The study involved 76 fi rst-year nursing students enrolled in a 15-week general English course. Overall, results indicated positive student perceptions, varying engagement that generally increased over time, and a slight correlation between engagement in flipped learning and improved performance outcomes on assignments and tests.
DUFF Nicholas (Thu,) studied this question.