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Abstract
The flipped learning paradigm enables teachers to prioritize active learning more during class time by making lecture materials and presentations available to students at home or outside of class. First, the effectiveness of flipped language acquisition was assessed. Data were gathered via a questionnaire using three analysis techniques: descriptive, correlation, and regression. The links between perceived characteristics were then investigated, including ease of use, perceived self-efficacy, perceived technology use, perceived learning climate, perceived online and offline engagement, and students' perceived effectiveness in flipped language learning. The study's conclusions and their implications will be further discussed and outlined. An in-depth examination of the influencing factors enables teachers to comprehend the underlying problems that undermine the efficacy of flipped classrooms and make perceptive recommendations for improving student learning, particularly during the pandemic.
