Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study

Abstract In this study, we evaluated the effect of online flipped teaching on learner engagement in an English for specific purposes (ESP) listening and speaking course at a Chinese university. We also aimed to understand factors influencing environment. For e-learning platform called Yunbanke was used asynchronous class, Tencent Meeting employed synchronous non-flipped respectively. mixed-methods approach. First, conducted quasi-experiment compare levels between experimental group (flipped n = 34) control (non-flipped 35) before after 16 weeks instruction. Then, lesson logs interviews with students instructor. The results showed that could significantly improve learners’ behavioural cognitive compared class. However, no significant difference found emotional two classes. Qualitative data supported our quantitative findings, five key leading different dimensions were identified: prior attainment, perceived affordance learning teaching, interpersonal factors, instructor presence tasks. Our findings can shed light ESP practices.