Effect of the Flipped Classroom on English Vocabulary and Motivation in Taiwanese Elementary School Students

The flipped classroom approach has gained recognition as an innovative pedagogical strategy that enhances student engagement and motivation by restructuring traditional learning processes. In the flipped classroom approach, students engage with instructional materials before class and participate in interactive, student-centered activities during class time. Although numerous studies have investigated the impact of the flipped classroom approach on second-language acquisition in higher education, research on its effectiveness in elementary school settings remains limited. This study addresses this gap by examining the effects of the flipped classroom approach on English vocabulary acquisition and learning motivation among Taiwanese elementary school students. The study was conducted with two sixth-grade classes in a public elementary school in northern Taiwan. One class ( n = 18) received conventional English instruction and served as the control group, while the other ( n = 22) participated in flipped-classroom-approach-based instruction as the experimental group. Vocabulary tests and motivation surveys were administered before and after the intervention to assess learning outcomes. Additionally, student perceptions of the flipped classroom approach were explored through a post-intervention survey and semi-structured interviews. Results indicate that the experimental group significantly improved vocabulary acquisition and increased learning motivation by the end of the study, whereas the control group showed no such gains. However, the between-group comparison in the post-test/survey revealed no significant difference. Although students generally expressed positive attitudes towards the flipped classroom approach, some reported occasional disengagement. These findings suggest that, when supported by appropriate instructional design, the flipped classroom approach holds potential for enhancing elementary-level second-language instruction. The study concludes with pedagogical implications and recommendations for integrating the flipped classroom approach into young learners’ English education.