This study investigated the effect of implementing a flipped classroom model, constructed using Bloom's taxonomy, task-based instruction (TBI) and Gagne's nine events, on student learning, perceptions of learning, and student interactions in Chinese College English as Foreign Language (EFL) courses. In this embedded mixed methods study, the sample population was comprised of the first-year college students enrolled in a comprehensive public university in China. The quantitative component of this study utilized a quasi-experimental design. Three classes of college EFL courses respectively employed a fully flipped instructional design model (EG1), a semi-flipped instructional design model (EG2), and a traditional instructional design model (CG). To investigate any differences among the three formats of instruction, students' academic performances, students' perceptions on their learning experiences and their cognitive development, students' frequencies of interactions were compared and analyzed. The qualitative component of the study explored students' learning experiences through semi-structured interviews. This study yielded promising results involving the fully flipped model of instruction and significantly improved student learning outcome on reading comprehension in the final examination. With better use of class time and improved instructional practices, the fully flipped model of instruction allowed the students the opportunity to demonstrate their understanding and knowledge through the various tasks not commonly utilized or observed in the traditional classroom. After completion of the analyses and interpretation of the results, recommendations for future research were given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]