The present study aimed at examining Korean college learners’ academic achievements and views in flipped classrooms. In total, 89 students with two different levels of English proficiency (45 in beginning class and 44 in intermediate class) participated in the study. All participants had pre-and post-test, and they responded to two surveys. Also, 15 students participated in the follow-up interview. The results showed that students’ academic achievements in the intermediate class were statistically significant in their post-test (p<.05) although those in the beginning class did not show any significance. Regarding students’ views on the approach, the findings revealed that many students in the beginning class considered the flipped learning skeptical while half students in the intermediate class perceived the approach positively. The results suggested that the flipped learning approach may not be an effective learning approach for beginning English learners. Finally, pedagogical implications and future research were discussed.

1. Introduction
 2. Literature Review
  2.1. Understanding the Flipped Learning Approach
  2.2. Studies on Flipped Learning
 3. Methodology
  3.1. Research Design
  3.2. Setting and Participants
  3.3. Course Description
  3.4. The Flipped Learning Model
  3.5. Data Collection and Procedures
  3.6. Data Analysis
 4. Results
  4.1. Learners’ Achievements in the Beginning Class
  4.2. Learners’ Achievements in the Intermediate Class
  4.3. Learners’ View on the Flipped Learning
 5. Discussion and Conclusion
 References

• Youn-Kyoung Lee(Daegu Catholic University)