Abstract
This study analyzes and compares the practice of flipped classroom in a Japanese reading course for graduate engineering students from the perspective of student learning. Intermediate-high level students responded positively to the "Technical Reading" course, indicating that they acquired reading skills, vocabulary, expressions, and kanji. The post-reading discussions were particularly well-regarded. Concerns about self-study and topic relevance during preparation observed in intermediate-low level students were not noted among intermediate-high level students. The study suggests that students can deepen their learning by utilizing their preparation during in-class discussions.
https://ror.org/057zh3y96 
