The flipped classroom has become a prominent learner-centred approach in higher education, yet its motivational value in English language learning is often evaluated through achievement outcomes rather than through students' own perceptions. This study examined the level of flipped classroom perception and English learning motivation among university students in Beijing, together with the relationship between the two constructs. A quantitative cross-sectional survey was administered to undergraduate students enrolled in English courses at three Beijing universities, producing a usable sample of 252 respondents. The data were analysed using descriptive statistics, Pearson correlation, and regression analysis. Both flipped classroom perception (M = 3.72) and English learning motivation (M = 3.70) were found to be at a high level, with in-class interaction and extrinsic motivation rated most positively. A strong, statistically significant positive relationship was identified between the two variables (r = 0.612, p < 0.01), and flipped classroom perception explained 37.5% of the variance in motivation. In-class interaction and activities emerged as the strongest predictor. The findings support Self-Determination Theory and Constructivist Learning Theory, and indicate that the motivational benefit of flipped learning depends mainly on the quality of in-class engagement rather than on pre-class materials alone.
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