－ 　 － 77 Flipped Learning and EFL Proficiency: An Empirical Study Adrian LEIS Miyagi University of Education Abstract In this paper, the author discusses the implementation of the flipped learning model into a university EFL class focused on improving students’ language proficiency, in particular speaking skills, in addition to increasing their knowledge of ways of living and thinking in foreign cultures. The study investigated the effects flipped learning had on students’ listening and reading proficiency (measured independently by TOEIC scores) and linguistic self-confidence (measured by self-reported proficiency levels according to the CEFR-J Can-do List). Based on statistical comparisons of participants’ proficiency, measured both independently and self-perceived, before and after the course, the results suggested flipped learning to be beneficial for improving students’ listening skills in both TOEIC scores (t(23) = 2.60, p = .016, d = .483) and self-perceived ability (t(26) = 2.80, p = .009, d = .562). Significant increases were also observed in the confidence of these learners to produce language through speaking (t(26) = 3.26, p = .003, d = .675) and writing (t(26) = 3.60, p = .001, d = .637) in English. Considering the favorable results of the statistical analyses and feedback from participating students, the author concludes that the flipped learning method is indeed effective for foreign language instruction. 1. Introduction It would not be going too far to say that the integration of technology into the classroom is now widely accepted at a great number of academic institutions. Foreign language classrooms have been no exception with the number of studies focusing on Computer-assisted language learning (CALL) increasing dramatically over the past decade. CALL research has focused on various areas, such as the use of mobile devices for vocabulary acquisition (e.g., Levy & Kennedy, 2005; Kennedy & Levy, 2008; Stockwell, 2008), the use of mobile devices for increasing students’ second language learning motivation (e.g., Gitaski & Robby, 2014; Leis, Tohei, & Cooke, 2015), and the use of social networking services for foreign language learning (Mork, 2009; Promnitz-Hayashi, 2011; Leis, 2014). In the present study, the author concentrates on one aspect of CALL, flipped learning, investigating the effects this approach has on the self-perceived and measured proficiency of students studying in such an environment. 東北英語教育学会研究紀要（TELES Journal） 第36号（2016）：77～90