Flipping an on-campus general English course: a focus on technology complexity of instruction and learners’ levels of impulsivity

Abstract The current study compared the effects of two types flipped instruction (FI) (low- and mid-tech) with other class conditions, a blended course conventional teaching, on learning outcome language learners different levels impulsivity in an on-campus General English (GE) course. To attain such goal, four GE classes consisting 100 freshmen (25 students each class) were selected organized into 3 experimental (mid-tech FI, low-tech instruction) 1 control group (conventional teaching). In class, provided vodcasts podcasts instructor’s teaching. For mid-tech integrated educational website where all instructional supplementary materials available. accessed after teaching as extension activities. received (chalk talk approach). participants’ was assessed by reading paper Preliminary Test their level measured BIS-11. quantitative data analysed two-way analysis variance (ANOVA) results revealed statistically significant difference proficiency groups study, favour FI. Moreover, while type had no effect across groups, within comparisons that only members benefited equally from instruction. qualitative majority both positive attitudes towards experience, although they expressed needs for some modifications teacher role, own way are prepared presented.