英語學習過程中，經常有學生會提出如何學習英語的方法，比方說： 單字背不起來，聽力無法進步，英語講得不通順等問題。所以，一個適合學習者的學習方法和策略會影響學習成效，或提升學習者的學習動機，自主能力等。在學習第二外語中，最大的困難是缺乏情境及掌握多項練習的機會。 而利用社群平台或是學習管理平台的翻轉學習似乎可以增加學生練習英語聽說讀寫的機會，並解決演練不足的問題。透過翻轉教室的設計，包括：課外的虛擬平台教室及課堂的實體教學活動，培養學生自主學習知識以及應用知識都有很大的幫助。針對這個議題，本研究提出不同學習平台的翻轉教學策略，以及融入情境遊戲元素，來探討是否能提昇學生的英語口語學習成效、不同的學習行為與感受。因此，本研究應用二種不同學習平台的翻轉教學：(1) 社交媒體翻轉教學 (SMFL)，(2)學習管理平台翻轉教學（LMFL），及一款情境遊戲教學活動設計應用於 (3) 社交媒體遊戲翻轉教學 (SM&GF)，與 (4) 學習管理平台遊戲翻轉教學 (LM&GF)。本研究將二種不同教學管理平台與二種不同翻轉教學策略，應用於大學四個班級的英語教學上，來探討及分析大學生的英語口語學習成效，學習行為，及感受。

由實驗結果顯示，社交媒體與學習管理平台的不同翻轉學習策略，並不會影響學生的英語口語學習成效；然而，遊戲式翻轉學習可以提升學生的學習成效，學習行為，以及感受。同時，翻轉學習策略對於學習動機、時間的投入、自主學習、及批判思考等能力亦有明顯的助益。另外，值得注意的是，社交媒體遊戲翻轉教學更有助於激勵學生致力於無所不在的學習環境中。

With the rise of flipped classrooms, flip teaching in ELT (English Language Teaching) has become a major trend for improving the quality of teaching and learning. Previous researches have also evidenced that flipped classrooms have a profound influence on learning performances and outcomes. However, studies on flipped classrooms in ELT usually only adopt experiments to evaluate students’ English learning outcomes, neglecting the importance of investigating the learning management platforms or students’ learning perceptions.

Therefore, in this study, a total of 138 Taiwanese EFL college students were put into four different flipped learning situations, which involve the integration of the different flipped learning strategies and learning management platforms into the English classes. These are Social Media-based Flipped Learning (SMFL), Social Media and In-class Gaming-based Flipped Learning (SM&GF), Learning Management-based Flipped Learning (LMFL), and Learning Management and In-class Gaming-based Flipped Learning (LM&GF). The research makes use of both qualitative and quantitative methods.

The results indicate that there was not significantly influence the students’ oral performances due to the different learning management platforms; however, the integration of the contextual game could enhance students’ learning performances. Moreover, the students’ perceptions of motivation and interests, time involvement, autonomy and critical thinking competence were promoted as well. It was found that the Social Media and In-class Gaming-based Flipped Learning (SM&GF) stimulated the participants in the ubiquitous learning.

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