FLIPPING THE LANGUAGE CLASSROOM WITH AI: EFFECTS OF AI-ASSISTED FLIPPED LEARNING ON LANGUAGE ACQUISITION AND LEARNER OUTCOMES

Abstract

The rapid integration of artificial intelligence (AI) into language education has created new possibilities for reconfiguring conventional instructional practices, particularly through AI-assisted flipped learning. This study examines the effects of an AI-enhanced flipped classroom model on students’ second language acquisition and learning outcomes. Drawing on the flipped classroom approach and perspectives from second language acquisition, the study investigates how combining AI-supported pre-class learning with interactive, task-oriented in-class activities influences learners’ language development, engagement, autonomy, and academic performance. The study adopts a quantitative quasi-experimental design involving university-level English as a Second Language (ESL) learners assigned to an AI-assisted flipped classroom and a conventional instruction group. Data are collected through pre- and post-language proficiency assessments, learner engagement measures, and academic performance indicators. The findings are expected to demonstrate whether AI-supported flipped instruction provides measurable advantages in language acquisition and broader learner outcomes compared with conventional classroom instruction. Particular attention is given to the role of AI tools in providing personalized practice, immediate feedback, adaptive learning support, and opportunities for learners to engage with English beyond classroom hours. The study contributes to the growing literature on AI-assisted language education by positioning the flipped classroom as a pedagogical framework through which AI can extend learning beyond traditional classroom boundaries. The findings may provide practical implications for ESL educators and higher education institutions seeking to integrate AI technologies into learner-centered language instruction while promoting active participation, autonomous learning, and sustained language development.