Effects of the Flipping Content and Language Integrated Learning Approach on Low-Achieving Learners in Tertiary Education: A Quasi-Experimental Pilot Study

Although research on flipped learning continues to explore ways to enhance its effectiveness, little attention has been paid to its combinations with other instructional approaches to improve alignment with diverse educational and learner needs. This study investigated the effects of the proposed Flipping Content and Language Integrated Learning approach in Asian tertiary education contexts. A quasi-experimental pilot study involved a group of low-achieving university students who learned with the Flipping Content and Language Integrated Learning approach over an academic term (i.e., a 26-week treatment period). Employing a repeated measures design, the study collected data through learning performance tests (examining both course content and language skills), a questionnaire on learning motivation and self-efficacy, and semi-structured focus-group interviews. The quantitative results demonstrate significant improvements in the participants’ subject knowledge, grammar, and writing skills, as well as in their motivation and self-efficacy. Moreover, retention effects in participants’ learning gains were observed. The qualitative accounts reveal that the participants collectively endorsed this approach, highlighting its interactive and supportive learning spaces in class and online, the value of challenging but rewarding learning tasks, and the role of the instructor. Empirically contributing to the literature, this study concludes by discussing the effectiveness of the Flipping Content and Language Integrated Learning approach for this specific cohort of low-achieving university learners and by outlining its implications for its future implementation. Its limitations and avenues for further research are also suggested.