There is obvious pressure for higher education institutions to undergo transformation now in China. Reflecting this, the computer and information technology give rise to the development of a Massive Open Online Course (MOOC) embedded flipped classroom. Flipped classroom approaches replace the traditional transmissive teaching with engaging in-class and pre-/post-class work. This paper provides an overview of relevant literature about the emergence of the flipped classroom and its links to pedagogy and educational outcomes, followed by an analysis of the survey results of a one year experiment using a flipped classroom approach which involved 800 students at Shenzhen University. The questionnaire completed by 230 students at the end of the second semester investigated students' attitudes as well as their perceived benefits and effects of this new approach. The results reveal that the majority of students preferred the flipped method, and over 50% of them felt they were making good progress in many aspects of their English language learning. The paper argues that a MOOC embedded flipped approach promotes student active, autonomous, and collaborative learning skills, and it contributes to a better understanding of technology-enhanced, student-centred learning environments. [For the complete volume, "Beyond the Language Classroom: Researching MOOCs and Other Innovations," see ED574781.]