This research study adopts “design-based research”(DBR) as a research method to examine how
mobile Apps can be used in a “flipped” junior high school English classroom in Taiwan. Related issues,
implications, and initial frameworks are offered after mobile Apps are tested in real classroom settings.
Findings include issues of advantages and difficulties of the application, the four dimensions of the design
prototypes, as well as an overall structure based on technological pedagogical and content knowledge
(TPCK) of the teachers. This study concludes that proper applications of mobile Apps be carefully
designed based on TPCK to facilitate learning.
