SUCCESSFULLY FLIPPING THE ESL CLASSROOM FOR LEARNER AUTONOMY 1

This paper is based on a five�week summer intensive English as a second language �ꃽESL�냽 course that the author taught in 2013 in an adult community English language program at a private graduate institution on the East Coast. The program provided ESL courses to adult international learners with diverse backgrounds and varying English proficiency levels. Likewise, the Advanced Level 5 �ꃽA5�냽 students in the program showed significant levels of diversity, with a total of 14 students from nine different countries. Due the limited time frame, the students wanted something beyond what people usually expect from ESL

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