Journal of Applied Linguistics and Language Research Volume 3, Issue 7, 2016, pp. 207-218 Available online at www.jallr.com ISSN: 2376-760X * Correspondence: Yaghoob Salehi, Email: salehi.yaghoob ut.ac.ir © 2016 Journal of Applied Linguistics and Language Research A Comparative Study of the Language Learning Environment of a Flipped Class Versus a Traditional Class Sayyed Mohammad Alavi University of Tehran, Tehran, Iran Shiva Kaivanpanah Maralani University of Tehran, Tehran, Iran Yaghoob Salehi * University of Tehran, Kish international campus, Kish Island, Iran Abstract Flipped learning is one kind of the learning approaches that combines different types of techniques and technologies. Nowadays, flipped learning model is formed by combining face to face education and online learning activities mostly. Adopting a quasi-experimental design, the study compares a flipped classroom using Zunal WebQuest and ed.ted website and a traditional class structure in two intermediate- level English classrooms. The purpose of this study is to examine effects of flipping the classroom on English language learners’ performance, perceptions, and cooperation and interaction. Students in this flip environment and in the traditional-homework environment are interviewed, observed and also a questionnaire is given to them. It was found that the model enables students and teachers to perform more effective education activities and the students perceived that the flipped classroom supports their learning and had positive attitudes towards the model. Keywords: flipped learning, traditional classroom, zunal webquest, ed.ted website INTRODUCTION Different teachers teaching different courses try to use multiple teaching methods to encourage and motivate their students. Inside the classroom, students take with themselves their knowledge of subjects, learning techniques, and personal strategies for learning. Each of these attributes influences students’ performance somehow. Due to that, teachers face a variety of difficulties to overwhelm prior education gaps, learners’ preferred learning styles, and an unmotivated classroom environment by modifying their teaching techniques and methods. With the rapid enhancement in accessibility and quality of technology especially computer-based technology tools, many teachers and university professors are flipping or inverting their classrooms by taking advantages of technology to introduce content