British Journal of English Linguistics Vol.5, No.1, pp.32-43, February 2017 Published by European Centre for Research Training and Development UK (www.eajournals.org) 32 ISSN 2055-6063(Print), ISSN 2055-6071(Online) THE EFFECTIVENESS OF ADOPTING FLIPPED LEARNING APPROACH IN AN APPLIED LINGUISTICS COURSE FOR UNIVERSITY STUDENTS Said Fathy El Said Abdul Fattah Qassim Private Colleges Saidalsaid1971@gmail.com ABSTRACT: As students enter the fourth year of an English Department, an increased responsibility for a lot of linguistic information is highly desirable. Students need to do a lot of efforts inside and outside the class. Students who arrive in class with assigned tasks completed, notes reviewed, and prepared for classroom activities are developing the ability to be self-directed learners. Limited classroom contact time can be effectively utilized by focusing on further review and explanation. This paper investigated the effectiveness of adopting flipped learning approach and the changes implemented to “Introduction to Applied Linguistics” course at English Department, College of Administrative and Human Science in Qassim Private Colleges. The students were asked to do some tasks inside and outside the classroom. These tasks included short pre-class assignments and quizzes that were designed to increase students’ preparation for the next class meeting, as such flipping class meeting preparation to outside the classroom. A benefit of these changes is that the instructor can significantly reduce the time spent lecturing and focus on students' understanding of linguistics and focusing on students' activities in-class. This focus fosters student-centered learning with the student having the responsibility to prepare for each class session. Participants were 33 fourth level students in English Department from Qassim Private Colleges in Saudi Arabia. The pre-posttest comprised five different types of questions including multiple choice, true or false, defining linguistic terms, compare between the advantages and disadvantages, and analyzing structures. Results of the t. test analysis revealed that adopting flipped learning Approach yielded significant effects on students' linguistic level. KEYWORDS: face to face instruction, online learning, blended learning, flipped learning INTRODUCTION Background to the study As students, has come up to the fourth level of an English Department, an increased responsibility for a lot of linguistic information is highly desirable. Traditional learning which prevails for centuries is not enough for them. The world is changing rapidly and our classroom keep silent without changing. Our class are kept the same for over centuries; the only change is slight like the board color, marker instead of the chalk. It seems difficult not to use technology that is available in their hands. However, as the decades crept closer to the turn of the 21st century, work environments began to change. The Internet and mobile computers became more ubiquitous, access to information is abundant, and businesses know this. Information no longer has to be memorized in order to be accessible, (Bormann, 2014). In addition, asking them to be totally on line without any support or guidance from their tutors seems difficult to them. Therefore, there