This study investigates the impact of flipped learning (FL) on EFL instruction and the role of neuroscience in advancing this approach. FL involves students engaging with course content independently before participating in interactive classroom activities. By aligning FL with neuroscientific principles, educators can create environments that improve cognitive processes and learning outcomes. A case study conducted at a Korean university revealed that FL addresses diverse proficiency levels and increases engagement, promoting effective learning. The research highlights the need for further investigation into the potential of FL to optimize EFL instruction through a neuroscience-informed approach.
