This dissertation looks at the effects of the flipped classroom model on foreign language learners at the introductory level. Specifically, the project examined students' learning outcomes in reading, writing, speaking, and listening when exposed to the flipped classroom format for one or two semesters of introductory German classes at the college level. The study also examined learner perceptions about the flipped classroom model and the use of technology for foreign language learning in general.

This yearlong study investigated two sections of the same introductory German course during two consecutive semesters. The delivery of new content was flipped so that one course (control) received its instruction in face-to-face (F2F) lectures from the professor and completed written homework assignments outside of class time, while the other section (flipped) watched recorded online videos outside of class time and completed more interactive activities during face-to-face instruction. Each semester of the study took place in a first- or second-semester German course and measured student proficiency in reading, writing, speaking, and listening through a placement test at the beginning and an achievement test at the end. The study also issued a survey at the end of each semester on learner perception to measure students' attitudes about the flipped classroom specifically, and language learning through technology in general. The study set out to investigate two specific research questions. Research question #1: Does the flipped classroom delivery format result in different learning outcomes for beginning foreign language learners when compared with a control group? Research question #2: How does the flipped classroom model affect introductory language learners' attitudes and perceptions about CALL in general and the flipped classroom specifically?.

The results were mixed from the first to the second semester. For RQ#1, by the end of the first semester, 64% of the students in the flipped section reached the benchmark score on the achievement test, compared with 32% of the students in the control section. These results were approaching significance (p = .056). In the area of vocabulary learning, 57% of the flipped section and 18% of the control section achieved the benchmark score. These results show a significant effect for course design on vocabulary learning (p = .016). In all other categories of reading, writing, listening, and speaking, there were no significant differences in the percentage of learners reaching the benchmark score during the first semester of the study. In the second semester of the study, there were no significant differences in the results of the achievement test.

For RQ#2 in the first semester, students in the flipped section were significantly more likely to choose a flipped course design for their next foreign language class than the students in the control group. Students in the flipped group were just as likely to choose a flipped class as a traditional class in the future, while the control group was significantly more likely to choose a traditional class. This demonstrated the effect of placing the flipped classroom delivery format on an even footing with the traditional format in student opinion after one semester of exposure to the flipped classroom. Student retention from first semester to the second was higher in the flipped group. For RQ#2 in the second semester, the control group continued to prefer a traditional lecture format and grammar-based instruction while the flipped classroom section gave equal preference to all formats of learning including face-to-face lecture, online videos, and interactive group work.