Language Teaching Reform in Military Academies in the Digital Age: An Exploration of the Integrated Flipped Classroom and CLIL Model

Since Taiwan’s promotion of the bilingual education policy, language teaching reform in higher education has faced special challenges. This study focuses on military academy students to explore the feasibility of implementing an integrated flipped classroom and CLIL (Content and Language Integrated Learning) model. Through an 18-week empirical study of 25 military students from the Applied English Department at Kai Nan University, it was found that the "input-negotiation-reflection" cycle constructed based on digital tools such as BBC Learning English, MyET, and Quizlet not only increased oral fluency by 24.57 words per minute and reduced hesitation phenomena by 40%, but also decreased the failure rate from 24% to 12%. Notably, the study reveals the transformation mechanism of military learners from "anxious resistance" to "active construction": asynchronous learning resources compensate for time fragments disrupted by duties, AI pronunciation tools provide a "safe practice space" free from peer judgment, while the content themes such as "technology ethics" and "global issues" under the CLIL framework activate their higher-order thinking potential. The article further points out that the transformation of teachers' TPACK competence, the deep coupling of technical tools and pedagogy, and the differentiated scaffolding design for low-proficiency learners constitute the three pillars of this model's success. The study provides a replicable practical framework for language education of special groups and contributes empirical reference for blended teaching reform in the post-pandemic era.