The present study is an attempt to examine the impact of flipped language learning (FLL) on vocabulary learning and retention, focusing both on concrete and abstract words. In addition, the learners’ attitudes towards implementing FLL were surveyed. To this end, drawing on the mixed-methods design, a group of 40 intermediate language learners (n=20 for each gender), within the age range of 12 to 16, was selected through convenience sampling from Parseh English Institute in Zanjan, Iran. In line with the quantitative strand, the results of the pre-knowledge test and learning test for experimental and control groups were compared to evaluate their achievement. After a two-week interval, the participants’ scores were compared with the scores obtained in the retention test. After applying the treatment, a questionnaire about learners’ attitudes considering FLL was distributed to the experimental group. A semi-structured interview was also conducted to triangulate the survey results. The data were analyzed using a paired samples t-test, ANCOVA, and descriptive statistics. The findings revealed that FLL improved the performance of the experimental group in learning and retention of concrete and abstract words. The results of the analysis, nevertheless, do not substantiate the role of gender as a moderating variable. The analysis of the questionnaire and the interview also suggested learners’ favorable views regarding this kind of learning. Finally, it was concluded that FLL was efficiently applicable in English vocabulary didactics.
