Flipped classroom model in language teaching has been attracting a lot of attention recently as it fosters autonomy and motivation (Abeysekera&Dawson, 2015). It is believed that in a flipped classroom, language learners are more engaged because they progress at their own pace and construct their own meaning with the use of technology which is an indispensable part of life and education in the 21st century. Therefore, this study aims to discover whether flipped classroom caters for a group of English language learners studying at preparatory school of a state university in Turkey. In this study, learners watch a video in which some idioms are explained in  context with examples before the class. The class time is devoted to practice. The effectiveness of this model is assessed through a questionnaire and a delayed mini test. This procedure is applied in four different classes with 76 pre-intermediate students in total. The research is believed to be significant as it provides evidence if the use of this model and technology is suitable for learners who culturally tend to rely on the teacher.