本研究針對臺北市某私立女子高級中學全校學生，對於英語科以翻轉教室方式教學，進行學習準備度調查，並探討學生個別差異對於學習準備度的影響。個別差異包括年級、英語成績、校外的協助與資源，以及學生使用網路的主要習慣等。研究結果指出，翻轉教室學習準備度由五項因素所組成，其準備程度由高而低分別為：科技工具的使用能力、英語學習動機、自我導向與自制的能力、課堂上與教師及同儕溝通的能力，以及課前預習的意願；五項因素之準備度，具有明顯差異。至於個人特徵的影響，年級並未影響學習準備度各因素，但於校外是否能夠獲得其他人士的指導、於校外是否能夠獲得英語學習補充資料、使用網路的主要目的等，確實會影響學生對於翻轉教室的學習準備度。期望本研究結果能夠提供教師啟示，於實施翻轉教室時，考量學生的學習準備度及個別差異，讓翻轉教室的精神與目的確實發揮，以幫助每位學生獲得適性的學習。

This study surveyed a private girls’ high school in Taipei about students’ fl ipped learning readiness in their English-as-a-foreign-language (EFL) classrooms, and explored the effects of their personal characteristics on the readiness levels. The personal characteristics included academic levels, test performance, the availability of outside-school support and resources, and their preference on group activities. The results indicated the fl ipped learning readiness consists of five factors; they are technology self-efficacy, motivation of English learning, self-directedness and learner control, in-class communication, and willingness of doing preview. The five readiness factors differ significantly. Regarding the effects of personal characteristics, academic levels made no impact, but the availability of outsideschool support and resources had signifi cant effects on some readiness factors. It is hoped that the fi ndings shed light on high school students’ fl ipped learning readiness for their EFL learning and provide some insights for EFL teachers to design more adaptive instruction in fl ipped classrooms.