翻转课堂被视为是学生中心的，促进知识迁移与内化的教学模式，并在大学英语公共课堂中被广泛使用。然而在实践中，学生的参与度不足阻碍了翻转课堂的在教学中的优势发挥。本研究从学生视角出发，关注大学公共英语翻转课堂中，非英语专业本科生的课堂参与情况。本研究提出的研究问题为：（1）非英语专业在大学英语翻转课堂中的认知参与如何？（2）非英语专业在大学英语翻转课堂中的情感参与如何？（3）非英语专业在大学英语翻转课堂中的行为参与如何？本研究选取10名参与过大学英语翻转课堂的非英语专业本科生进行半结构化访谈，并借助NVivo 12对访谈文本进行质性分析。研究发现，在认知参与方面，学生采取多样化的认知策略，而英语能力差的学生仅仅关注文本翻译。在情感参与方面，翻转课堂为学生带来新鲜感并激发其兴趣，而学生体会到的割裂感与衔接感分别反映了教学关系中的失配与适配，学生面临着表达的形式和内容方面的双重压力。在行为参与方面，学生的表达技能得以提升，师生交往的缺失反映了教师指导的缺位，而生生交往的质量受亲密度影响。本研究根据以上研究结论，对大学英语翻转课堂的使用提出相应建议。

Flipped classroom has been widely adopted in English class for non-English majors. It is deemed as student-centered, promoting the knowledge transference and internalization. However, the lack of student engagement can restrict the effect of flipped classroom. To explore the student engagement in English flipped classroom from students’ perspective, this study involved 10 participants from different non-English majors who had participated in flipped classroom. Three research questions guided the inquiry of the study: (1) What is the cognitive engagement of non-English major students in English flipped classroom? (2) What is the affective engagement of non-English major students in English flipped classroom? (3) What is the behavioral engagement of non-English major students in English flipped classroom? Data were analyzed via Nvivo 12 using thematic analysis approach. The finding shows that that in terms of cognitive engagement, students utilize diverse cognitive strategies in English flipped classroom, while students who are less proficient in English focus just on the translation of the text. In terms of affective engagement, English flipped classroom arouses students’ freshness and interest. The sense of estrangement or coherence reveals the mismatch or match in teaching-studying relationship respectively. Students are faced with dual pressure of both the form and contents of expression. In terms of the behavioral engagement, students’ expressive skills are enhanced during the preparation and presentation. The absence of teacher-student interaction suggests the absence of the teacher’s instruction. The quality of student-student interaction is influenced by intimacy. Implications are discussed for teaching and learning based on the findings.