Exploring Online Flipped Classroom Utilizing Interactive Response System in Vocabulary Learning for Low-Proficiency Students

This study examines the effectiveness of a fully online flipped classroom (FC) supported by an Interactive Response System (IRS) in enhancing vocabulary learning among low-proficiency EFL learners. Addressing the limited research on IRS-integrated online FC models for vocabulary instruction, the study compares a traditional paper-based FC with an online IRS-based FC. A two-cycle classroom action research design was implemented with 46 first-year students at an Indonesian Polytechnic, targeting 300 items from the Academic Word List. In Cycle 1, students engaged with paper-based materials in an offline FC environment, while Cycle 2 involved online vocabulary learning using various IRS platforms. Vocabulary outcomes were measured through a pretest and two posttests and analyzed using paired t-tests. Results indicate that although both FC models significantly improved learners’ vocabulary scores, the online IRS FC yielded substantially greater gains. Thematic analysis of students’ open-ended responses showed that both approaches promoted engagement; however, the paper-based FC was perceived as monotonous and tiring, while the online IRS FC presented challenges related to unstable internet access and learning anxiety. The findings highlight the pedagogical potential of integrating IRS platforms into online flipped classrooms to strengthen vocabulary learning and inform instructional design in technology-enhanced EFL contexts.