Abstract

Purpose: This study investigates the instructional design and implementation of digital learning modules in a university-level flipped English course, with a focus on how video lectures, LMS-based materials, and formative quizzes are structured to enhance learner engagement, comprehension, and autonomy. Research design, data and methodology: Employing a mixed-methods case study design, data were collected over a 15-week semester from 70 Korean EFL learners through learner surveys, formative quiz performance, classroom observations, and post-course interviews. The flipped instruction was organized into a three-phase sequence—Pre-class, In-class, and Post-class—each embedded with targeted digital components. Results: Survey results indicated high learner satisfaction with the clarity and pacing of video content (M = 4.32, SD = 0.48), as well as the usefulness of LMS-based materials and embedded formative quizzes. Qualitative feedback underscored themes such as learner flexibility, structured routines, and relevance of content. From these findings, five pedagogical design principles emerged: modular flexibility, phase-aligned scaffolding, formative self-regulation, structured autonomy, and authentic engagement. Conclusions: These results suggest that flipped learning in EFL settings is most effective when the digital materials are purposefully designed to support learner-centered outcomes. This study offers a theoretically informed and empirically grounded content design framework that can guide educators in optimizing flipped English instruction.