Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution

This article presents the results of an exploratory study about the contributions of a blendedEnglish as a Foreign Language (EFL) learning program, with a flipped classroom instructionalmodel, to the development of the listening and reading skills of academic and administrativestaff of a higher education institution. The research followed a mixed method approach framedon variables such as the development of oral (listening) and written (reading) comprehensionactivities. The results present some contributions of the blended-flipped instructional model to theEFL teaching and learning processes, as well as to development of professors’ and administrativestaff’s communicative competences in English. This study highlights how the combinationof blended learning with a flipped classroom approach to proficiency program design opensnew possibilities in the language learning instructional design field, and demonstrates theblended-flipped model’s positive effects on language learning. It is also novel in its proof ofthe effectiveness of creating a program based on the professional development needs of theUniversity’s community of professors and administrative staff from various disciplines.