ABSTRACT

 Purpose: Student engagement is a key indicator of learning quality and instructional effectiveness. As a blended learning model, the flipped classroom offers a valuable context for studying engagement. This study aims to explore the multi-dimensional engagement levels (behavioural, emotional, and cognitive) of college students in a flipped classroom, focusing on student perceptions. Methodology: A case study design was employed at a university in western China, with 35 third-year college students in an English writing flipped classroom. Data were collected using a mixed-method approach, including questionnaires and interviews. Results: The study found high engagement levels across all three domains: cognitive engagement (M = 4.14, SD = 0.607), behavioural engagement (M = 4.33, SD = 0.544), emotional engagement (M = 4.16, SD = 0.735), and overall student engagement (M = 4.22, SD = 0.499). Implications for Research and Practice: The qualitative analysis highlighted the importance of autonomous learning, concentration, and peer interaction, showing that the flipped classroom fosters an environment that supports multi-dimensional engagement. This, in turn, enhances both the learning experience and outcomes.