Flipped classroom model is popular in various countries because of its improvement in educational efficiency. Learning adaptation plays an important role in influencing English learning engagement. However, to date there has been little agreement on students’ adaptation to the English flipped classroom. Moreover, the effect of adaptability on achievement is quite controversial. Therefore, this study is one of the first attempts to explore the effect of learning adaptation on English achievement in the flipped classroom context. 296 Chinese university students were recruited to participate in the study. The results showed that students’ foreign language learning adaptation was in upper middle level, and there were no significant differences in gender or grade. However, the level of foreign language learning adaptation was higher in sophomore year than in other grades. In addition, foreign language learning adaptation and English achievement showed significant correlation, in which teaching content adaptation was a significant predictor of English achievement. The revelation of focusing on flipped classroom teaching content design was highlighted, followed by the implications for teachers.
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