This study conducted an experiment on the effectiveness of Max Live Virtual Flipped Classroom (Max LVFC) in an English listening course within the context of College English (EFL). This innovative approach aimed to assess its impact on English listening performance. Notably, the experiment coincided with the COVID-19 pandemic, amplifying the relevance of innovative teaching methods. The study employed pre-test, mid-test, and post-test evaluations with a cohort of first-year undergraduate students (N=56) at Anshan Normal University (ANU), matched in academic performance. Participants were randomly assigned to either the experimental group (Max LVFC, n=28) or the control group (Min Live Virtual Flipped Classroom, Min LVFC, n=28). Results indicated that both groups exhibited significant improvement over time in various metrics. The results of the experimental group indicated that the intervention had a greater impact than the control group. Specifically, the Max LVFC showed a potentially faster rate of improvement in learning performance over time, with scores steadily increasing from the pre-test to the mid-test with mean differ 17.20 (from 50.54 to 67.74) and then to the post-test with mean differ 17.20 (from 67.74 to 84.94). The results showed promising outcomes that warrant further investigation under typical face-to-face and flipped classroom conditions beyond the COVID-19 context. Future research should delve deeper into these variables with larger sample sizes and longer-term experiments conducted in traditional in-person classroom settings. Additionally, this study prompts consideration of how artificial intelligence (AI) can be integrated into educational innovation.

Keywords: Flipped classroom, live virtual flipped classroom, English listening performance, higher education.