  This study delved into the viability of Robot-supported flipped classes in
English for Medical Purposes reading comprehension. In a 16-session course, the
reading comprehension and then workspace performance of 444 students, with
Commercially-Off-The-Shelf and Self-Generated robot flipped classes were
compared. The results indicated that the flipped classes brought about a good
instructional-learning ambience in postsecondary education for English for
Medical Purposes (EMP) reading comprehension and adopting proactive approach
for workspace performance. In tandem, the Mixed Effect Model revealed that
student participation in the self-generated robot-supported flipped classes
yielded a larger effect size (+17.6\%) than Commercially-Off-The-Shelf
robot-supported flipped classes. Analyses produced five contributing moderators
of EMP reading comprehension and workspace performance: reading proficiency,
attitude, manner of practicing, as well as student and teacher role.
