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This study investigated the effects of online ER and flipped learning on vocabulary learning. A total of 310 second-year high school students participated in the online ER program. Of the total 310 students, 75 from
advanced- and 65 from intermediate-level classes had flipped learning lessons.
To explore the effects of flipped learning classes, as well as to know whether or not level played a role, 45 students were randomly selected from each of the three groups of students: online ER only, online ER plus flipped learning
activities group in advanced and in intermediate classes. The same vocabulary size and depth tests were administered as pre- and post-tests to all three groups. The test results showed that the online ER program helped students improve their vocabulary knowledge. In addition, there was a significant difference between pre- and post- test scores among the groups and the advanced-level students benefitted more by flipped learning. Another finding
to note was that the flipped learning model proved to be effective in raising the students’ motivation to read. These findings present the benefit of using an online ER program, and there is a recommendation for secondary teachers
to incorporate a flipped learning model in their EAP settings.

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