Learning activities are decisive to the effectiveness of a flipped classroom, however, research dedicated to learning activities in flipped classrooms is limited, and even scarcer from learners’ voice. This paper explores student choice of learning activities for a flipped EFL classroom，in an attempt to find out more targeted measures to enhance teaching and learning practices in the flipped classrooms. Student proposals (n=30) for learning activities from sophomores of an Integrated English Course (IEC) were used as media for data collection. The findings show the participants preferred a partial-flip mode. Further analysis indicates the participants attached more importance to lectures in class and revisions after class. The deviations of the participants’ proposed flip from a typical flip mode arose from the advanced technology support and student need in the flipped IEC.