Flipped learning involves leveraging online learning technologies to provide students with content before class so that, in the group context, more time can be devoted to group activities (Johnson and Renner, 2012). . This promotes a collaborative learning environment in the classroom (Jarvela, Volet and Jarvenoja, 2010, Stahl, 2012). The goal of flipped learning is to develop an active learning environment within the classroom without sacrificing content coverage (Strayer, 2007). The impact is to develop active learning, social learning and creative learning skills in students (Miltbrandt, 2004). Flipped learning moves learning from the group learning space to the private learning space (Hamdan, McKnight, McKnight, & Arfstrom, 2013). The student can access the teacher-developed learning materials anytime and anywhere and must have engaged with the materials before entering the group learning space. This provides the opportunity for the educator to move from providing content to facilitating active learning activities and coaching students. A constructivist learning environment is produced (Baker, 2011). The flipped classroom is based on four precepts (Hamdan, McKnight, McKnight and Arfstrom, 2013). The first is that it requires a flexible environment with a wide range of learning modes. This will often require a reorientation of the physical space to facilitate these different modes of learning. The learning environment may become more “chaotic and noisy” (Hamdan, McKnight, McKnight, & Arfstrom, 2013, p. 5). The assessment process and learning timelines should be flexible (Hamdan, McKnight, McKnight, & Arfstrom, 2013). Assessment instruments may need to be... middle of sheet... In this approach, the flipped classroom is combined with Freire's problem-solving approach for second language learners (Marshall and DeCapua, 2013). Students are presented with a stimulus at the start of the session, such as a photo or a story. Students explore the problem presented in the stimuli and how it relates to them. They must then bring the knowledge and understanding they possess to the problem. Gaps in their understanding are revealed through interaction with their peers. Learners are then presented with the resource they will need to explore at their own pace and how it might help them fill the gaps identified. This approach can be used to explore cultural dissonance and discomfort that an ESL learner might experience. Promoted active learning improves second language acquisition (Gass and Mackey, 20006).